Jigsaw I produced no significant difference in grammar success scores compared with conventional teacher-centered teaching in grade-8 Turkish grammar¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2016 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? After three weeks of Jigsaw I instruction, final-test success scores of the experimental group did not differ significantly from the control group taught by conventional teacher-centered teaching. → Akif ARSLAN 2016

Evidence¶

Akif ARSLAN 2016¶

Akif ARSLAN. (2016). Effect of Jigsaw I technique on teaching Turkish grammar. Educational Research and Reviews. https://doi.org/10.5897/ERR2016.2709

q2 · i? · causal · r1

Quasi-experimental control group pretest-posttest study with 56 grade-8 students (30 experimental, 26 control) in Kars, Turkey. Mann Whitney U test on final AST scores: U = 297.000, p > 0.05, "non -significant"; means were 19.52 (experimental) and 17.31 (control), descriptive only.

"It is seen that the U value regarding the difference in the success scores of the students in experiment and control groups in the final test 297.000 and p>0 .05 were found to be non -significant."

Discussion¶

Learner Variables¶

• Syntax — outcome: instruction changes it

Related Claims¶

• Jigsaw I produced no significant difference in attitudes toward the Turkish course compared with conventional teaching — related
• The experimental and control groups did not differ significantly on the Turkish grammar pretest, establishing homogeneity before the intervention — related