Jigsaw cooperative learning produced higher achievement than traditional teaching in the 7th-grade unit "Science within Time"¶

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? The experimental group taught with the jigsaw technique scored significantly higher than the traditionally taught control group on the swtAT post-test. → 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

Pre-test/post-test control group quasi-experiment with 53 7th graders (experimental n=25, control n=28) taught the unit for five weeks. The article reports a significant post-test difference favoring jigsaw, with means "XExperimental = 73,60; XControl = 51,28"; no effect size is printed.

"there is a significant difference in the mean scores of the control and experimental group's swtAT post -test. t (51) = 9 ,76; p<0,05"

Discussion¶

Related Claims¶

• Jigsaw cooperative learning produced better retention of knowledge after 11 weeks than traditional teaching — related
• Before instruction, the jigsaw and traditional groups were equivalent on prior knowledge, unit pre-test, and prior grades — related
• Students taught with jigsaw reported positive views, rating it highly effective, student-centered, and achievement-enhancing — related
• Self-regulated jigsaw IV produced significantly higher achievement gain scores than traditional teaching in a university EFL grammar unit — related
• Jigsaw cooperative learning produces higher posttest achievement than traditional teaching for preschool sense-organs instruction — a narrower finding that bears on this claim