Jigsaw cooperative learning produced better retention of knowledge after 11 weeks than traditional teaching¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? The experimental group scored significantly higher than the control group on the swtAT retention test administered 11 weeks after teaching. → Yapıcı 2016
Evidence¶
Yapıcı 2016¶
Hakkı Yapıcı. (2016). Use of jigsaw technique to teach the unit "science within time" in secondary 7th grade social sciences course and students' views on this technique. Educational Research and Reviews, 11(8), 773-780. https://www.academicjournals.org/ERR
q2 · i? · causal · r1
The same quasi-experiment administered swtAT as a retention test after 11 weeks to both groups (experimental n=25, control n=28). The article reports a significant difference favoring the jigsaw group; no effect size is printed.
"there is a significant difference between the experimental and control groups in terms of retention of knowledge after 11 weeks (t (51)= 9,74; p<0,05)"
Discussion¶
Related Claims¶
- Jigsaw cooperative learning produced higher achievement than traditional teaching in the 7th-grade unit \"Science within Time\" — related
- Before instruction, the jigsaw and traditional groups were equivalent on prior knowledge, unit pre-test, and prior grades — related
- Jigsaw cooperative learning produces higher posttest achievement than traditional teaching for preschool sense-organs instruction — related
- Jigsaw cooperative learning produced higher laboratory material recognition post-test scores than traditional instruction in General Physics Laboratory-I — related
- All three GPA-based groups retained significantly more science knowledge than the control group six months after instruction — related
- Creative drama instruction shows no statistically significant effect on retention of social studies knowledge five weeks after instruction — related
- MIT-based teaching produced significantly higher permanence-test scores three weeks after instruction than conventional teaching — related
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