Jigsaw cooperative learning produced higher laboratory material usage post-test scores than traditional instruction¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The jigsaw group scored significantly higher than the control group on the material usage post-test (t=-5.06; p=.006). → 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 · r2

Independent-samples t-test on the material usage portion of the MRUST in the same 63-student quasi-experiment. Post-test means were 47.56 (jigsaw) versus 27.23 (control), "a meaningful difference in favor of t he experiment group."

"On viewing Table 3, there is a significant difference between the average scores of post -test of both groups ( cont=27.23; exp=47.56). Moreover, as (t=- 5.06; p=.006) p<.05, there is a meaningful difference in favor of t he experiment group between the material usage post -test scores of both groups."

Discussion¶

Related Claims¶

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