Before instruction, the jigsaw and traditional groups were equivalent on prior knowledge, unit pre-test, and prior grades¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? No statistically significant difference was found between groups on PKT, swtAT pre-test, or 6th-grade report card grades. → 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

Independent samples t-tests on the 53 students' PKT and swtAT pre-test scores showed no significant group differences; equivalence was supported by report-card grades (t(51)=0.077; p>0,05). Equivalence was not separately tested beyond these comparisons.

"there is not a statistically significant difference between scores of PKT and of swtAT. (For PKT t (51) = 0,712; p>0,05 and for swtAT t (51) =0,637; p>0,05)"

Discussion¶

Related Claims¶

• Jigsaw cooperative learning produced better retention of knowledge after 11 weeks than traditional teaching — related
• The experimental and control groups did not differ significantly on the Turkish grammar pretest, establishing homogeneity before the intervention — related
• The four groups were equivalent in prior science knowledge before the intervention — related
• Jigsaw cooperative learning produced higher achievement than traditional teaching in the 7th-grade unit \"Science within Time\" — related
• Pretest achievement scores did not differ between the jigsaw and control groups before instruction — related