The Effect of Using Jigsaw Cooperative Learning Technique in Teaching Computer Literacy on Students’ Achievement and Retention

Tekdal, Mehmet

doi:10.14812/cuefd.398633

Cited by 4 publications

(5 citation statements)

References 19 publications

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“…Peer learning, a lively and appealing classroom, and the establishment of new contacts between students were among the good elements of the puzzle teaching approach, according to the participants, notably in the second and third stages of the study. A review of the literature revealed that puzzle teaching approaches are used in a variety of areas, including mathematics (26), computer programming (27), medicine (7, 28), nursing (2,11), dentistry (29), pharmacy (10), language learning (4), has been linked to positive outcomes such as increased knowledge and student satisfaction, increased learning, interest and motivation, academic achievement, self-regulatory learning, group participation, social skills, teamwork skills, and peer learning. (25).…”

Section: Key Resultsmentioning

confidence: 99%

Using The Puzzle Teaching Method To Teach Home Nursing Care Concepts: An Evaluation Study

Tayebi

Harikandeie

Aghabarari

2021

Preprint

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Background: One of the participatory learning approaches is the puzzle teaching method. Depending on the nature of the subject and the type of learners, this strategy can produce a variety of outcomes. The purpose of this study was to see how well the puzzle teaching style worked in the undergraduate nursing program's home nursing care course.Methods: This is a three-year evaluation study utilizing a qualitative methodology that took place between 2016 and 2019. The teaching technique was employed for a number of sessions of a home nursing care course during the first phase, and an evaluation was conducted at the end of the course using purposive sampling and focus group interviews with 11 students. The results of the first phase's evaluation led to changes in the procedure in the second phase, and at the end of that course, the evaluation was repeated with the 13 students. Further modifications to the teaching style were made, and a re-evaluation with ten students was conducted. MAXQDA10 software was used to conduct traditional content analysis on the data. Results The benefits of the puzzle method were confirmed by participants, but the findings of the first two phases of evaluation revealed obstacles such as "ineffective involvement," "inadequate teacher supervision," "offering unnecessary content," and "lack of final summarization" by the faculty member, "ineffective involvement", "crowded classroom", "the need for evaluation “and "piece learning" . Except for "ineffective involvement," the third phase's evaluation findings suggested that all flaws and obstacles had been addressed. Conclusion: The majority of the obstacles to implementing the puzzle teaching approach can be overcome by changing a few stages and procedures. However, ineffective involvement remains a significant roadblock. To overcome this stumbling block, more research is required.

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Section: Key Resultsmentioning

confidence: 99%

Using The Puzzle Teaching Method To Teach Home Nursing Care Concepts: An Evaluation Study

Tayebi

Harikandeie

Aghabarari

2021

Preprint

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“…The results regarding the effectiveness of JLS are inconsistent in the literature. Many stud-ies [6,19] reported that JSL was effective in improving nursing students' accumulation of knowledge and enhancing components related to reflective skills, creativity, and problem-solving. The difference was observed immediately after the intervention; however, the effectiveness decline after four weeks indicates the importance of a sustainable and consistent format of nursing education across courses and training scenarios to maintain the consistent mental preparedness of students.…”

Section: Discussionmentioning

confidence: 99%

Impact of Jigsaw Cooperative Learning Strategy on academic achievement and opinion among Nursing Students

Abobaker

Alamri

Alshaery

et al. 2023

JHNM

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Introduction: Employing innovative teaching strategies is urgently needed for nursing education systems. Objective: This study aimed to determine the effectiveness of the jigsaw cooperative learning strategy on nursing students’ academic achievement and opinions. Materials and Methods: This research is a randomized controlled trial. The study sample consisted of 160 nursing students randomly selected and assigned to the intervention (80 students in 8 groups of 10 students each) and the control group (80 students in another 8 groups of 10 students each). The study data were collected at two time points after the intervention. A self-administered questionnaire was used to collect data about students’ academic achievement and opinions regarding the jigsaw cooperative learning strategy (only for the intervention group). The Chi-squared test and repeated measure analysis of variance (ANOVA) were used for data analysis. Results: The mean age of the experimental group was 20.8±0.74 years, while that of the control groups was 20.7±0.81 years. There is a significant difference in mean scores of academic achievements between the control and intervention groups (P=0.001) over time based on repeated measure ANOVA, and a significant difference between the two groups over time group effect by using repeated measure ANOVA (P=0.001). The paired t-test showed a significant difference between students’ academic performance in time I and time II (P<0.05). In the control group, the descriptive statistics show that students’ academic achievement (time I) was slightly higher in the posttest (time I) and dropped slightly in time II. The paired t-test showed a nonsignificant difference between students’ academic performance in time II and time I. Conclusion: The results indicated the substantial need for using novel nursing education models in nursing education to enhance learning outcomes in training settings.

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“…Biembengut (2006) indicated that it was not difficult to plan activities for primary school children that would enable them to understand mathematical relations and use mathematical language or literacy, and mathematical modeling can contribute to the development of important skills in individuals and these concepts. Tekdal and Sönmez (2018) stated that the collaborative learning method, which is one of the modern learning methods, could be used effectively in literacy classes. Çakırer (2017) stated that to support language development or literacy skills, language-related material should be placed in an area where the child normally prefers to play, and they could develop language skills by playing games with these materials.…”

Section: Conclusion Discussion and Recommendationmentioning

confidence: 99%

“…In their study, Swan et al (2006) stated that modeling developed students' ability to use mathematical language and their capacity to ask questions and respond. In a study by Tekdal and Sönmez (2018), it was found that literacy instruction with collaborative learning was more effective when compared with the conventional learning method. In a study by Uyanık (2013), it was noted that the skills of effective language use could be acquired with game activities in preschool mathematics education.…”

Section: Conclusion Discussion and Recommendationmentioning

confidence: 99%

The Impact of Game-Based, Modeling, and Collaborative Learning Methods on the Achievements, Motivations, and Visual Mathematical Literacy Perceptions

İlhan

2021

Sage Open

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The present study aimed to investigate the effects of geometry instruction activities conducted in nature based on modeling, game-based, and cooperative learning methods on achievement, mathematical motivation, and visual mathematical literacy perceptions of third-grade elementary school students. The present study is a quantitative study conducted with a pre-test/post-test experimental design with a control group. The study was conducted with 61 students (35 students in the experimental group and 26 students in the control group). Modeling-, game-, and collaborative learning-based activities were conducted with the students in the experimental group. It was determined that the achievements of students who were instructed with modeling-based activities in geometry were high when compared to that of the students instructed with collaborative learning- and game-based methods, and those in the control group where no intervention was applied. This group was followed by the game-based and collaborative learning groups. Based on the variable of motivation, the mean motivation of the students in the modeling group was higher when compared to that of the students in the collaborative learning, game-based, and conventional instruction groups. This group was followed by the collaborative and game-based learning groups. Also, based on the visual mathematical literacy perception variable, the mean visual mathematics literacy perception of the students in the collaborative learning group was higher when compared to that of the students in the groups where the modeling, game-based, and conventional instruction methods were used. This group was followed by the modeling and game-based learning groups.

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The Effect of Using Jigsaw Cooperative Learning Technique in Teaching Computer Literacy on Students’ Achievement and Retention

Cited by 4 publications

References 19 publications

Using The Puzzle Teaching Method To Teach Home Nursing Care Concepts: An Evaluation Study

Using The Puzzle Teaching Method To Teach Home Nursing Care Concepts: An Evaluation Study

Impact of Jigsaw Cooperative Learning Strategy on academic achievement and opinion among Nursing Students

The Impact of Game-Based, Modeling, and Collaborative Learning Methods on the Achievements, Motivations, and Visual Mathematical Literacy Perceptions

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