Jigsaw cooperative learning produced higher laboratory material recognition post-test scores than traditional instruction in General Physics Laboratory-I¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The jigsaw experiment group scored significantly higher than the traditional-method control group on the material recognition post-test (t=-19.61; p=.003). → Abdullah Aydin 2017

Evidence¶

Abdullah Aydin 2017¶

Abdullah Aydin, Filiz Biyikli. (2017). The Effect of Jigsaw Technique on the Students' Laboratory Material Recognition and Usage Skills in General Physics Laboratory-I Course. Universal Journal of Educational Research 5(7). https://doi.org/10.13189/ujer.2017.050701

q2 · i? · causal · r1

Quasi-experimental pre-test/post-test control-group study of 63 science-education students (jigsaw n=32, control n=31) over six weeks. Post-test means were 79.63 (jigsaw) versus 41.03 (control), "a meaningful difference in the material recognition post-test scores between two groups in favor of the experiment group."

"When the average scores of post -test given in Table 2 are viewed ( cont=41.03; exp=79.63), there is a significant difference between the groups. Besides, as (t=-19.61; p=.003) p<.05, there is a meaningful difference in the material recognition post-test scores between two groups in favor of the experiment group."

Discussion¶

Related Claims¶

• Jigsaw cooperative learning produced higher laboratory material usage post-test scores than traditional instruction — related
• The jigsaw and control groups did not differ on material recognition or usage pre-tests — related
• Weekly laboratory skills ratings of the jigsaw group exceeded the scale midpoint across all experiment stages — related