The jigsaw group's post-test attitude mean (24.96) exceeded the conventional group's (17.65) in estimated marginal means¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Estimated marginal means showed the jigsaw experimental group at 24.96 versus 17.65 for the conventional control group on post-test attitude scores. → Ajitoni Sunday Olukayode & Salako 2014

Evidence¶

Ajitoni Sunday Olukayode & Salako 2014¶

Ajitoni Sunday Olukayode & Salako, Ekima Tina. (2014). Effect of Jigsaw Technique and Gender on Students' Attitude to Ethnic Integration and Sustainable Development in Nigeria. World Journal of Education, 4(3). http://dx.doi.org/10.5430/wje.v4n3p46

q2 · i? · causal · r1

Descriptive ANCOVA estimated marginal means (Table 2) from the 126-student quasi-experiment; the article reports the means with standard errors but no standardised effect size for this contrast.

"Table 2 further shows that the experimental group which is made of students who were taught using the Jigsaw technique have higher mean score (24.96) than the control group which was exposed to conventional method (17.65)."

Discussion¶

Related Claims¶

• Jigsaw's advantage over conventional instruction held for both male and female students, with no significant main effect of treatment on gender — related
• Self-regulated jigsaw IV did not significantly increase students' attitudes towards the English course; the significant gain-score difference reflected a control-group decline — related
• Fourth graders taught science with the Jigsaw strategy acquired more scientific concepts than peers taught the traditional way — related