The Effect of Using a Self-Regulated Jigsaw Task on Female Students’ Performance in the Course of Curriculum Reading in English at Umm Al-Qura University in Saudi Arabia

Abstract

This study aimed to answer the questions related to the effect of using self-regulated jigsaw task as a technique to improve the students’ performance in the course of curriculum reading in English, and to find out the learners’ perceptions of using jigsaw task in their learning. This study is important since jigsaw task could help learners to become autonomous learners as well as to promote cooperation between learners. The study sample consisted of 40 (two classes) female students studying the course of curriculum reading in English in the Master’s Program of curriculum and instructions at Umm Al-Qura University. The classes were allocated to the experimental group (n=21 students), which was taught using self-regulated jigsaw task, and the control group (n=19 students), which was taught using traditional tasks. Pre-and post-tests have been conducted to find out the statistical differences. Further, an open-ended questionnaire was given to the participants in the experimental group (n=21 students) to find out more about their perception of using the jigsaw technique in the learning process. Wilcoxon Signed Rank test was used as a statistical procedure to analyze the participants’ scores on the post-test, and the Greenhouse-Geisser test was applied to investigate the differences between groups. The results of the study showed that the difference in performance between students taught using self-regulated jigsaw task and those taught using traditional tasks was statistically significant. Further, the participants in the experimental group perceived that using the jigsaw task had a positive effect on the learning process, enhanced their relations with other learners, and increased their motivation in learning. It is hoped that this study could encourage university instructors to design and implement jigsaw tasks into different courses in higher education.

The Impact of Online Learning amid COVID-19 Pandemic on Student Intrinsic Motivation and English Language Improvement

“…Likely, online learning Dirasat, Human and Social Sciences, Volume 49, No. 6, 2022 127 during COVID-19 is expected to create a higher level of students' engagement and participation in different learning tasks (Altalhi, 2020;Alfares, 2020;Alkhudiry & Alahdal, 2021;Bailey et al, 2020;Pavel, 2020). Moreover, students' engagement ultimately enhances autonomous motivation (Oga-Baldwin, et al, 2017).…”

İngilizce Öğretim Programında Önerilen Öğrenen Merkezli Yöntemlerin Akademik Başarıya Etkisi: Bir Meta-analiz Çalışması

“…İngilizce alanında akademik başarı ile ilgili bireysel çalışmaların çok fazla yapıldığı görülmektedir (bkz. Afzalimir & Safa, 2021;Aghayani & Hajmohammadi, 2019;Akçin Ceviz, 2021;Alasmari & Alshae'el, 2020;Alfares, 2020;Baş, 2012;Bergil, 2010;Berzener, 2020;Durukan, 2011;Er, 2012;Kil, 2019;Paksoy, 2008;Quincheula, 2019;Rustan, 2016;Tekeli, 2013;Thurston vd., 2019;Yumurtacı, 2019). Bu çalışmalarda İngilizce başarısı üzerinde farklı türden faktörlerin etkisi araştırılmış ve İngilizce dersinde konuşma, yazma, okuma, dinleme, iletişim becerileri, sözlü beceriler, kelime bilgisi, yaratıcı ve eleştirel düşünme üzerinde olumlu etkileri olduğuna yönelik çeşitli bulgular ortaya konmuştur.…”