Jigsaw II and animations improved epistemological beliefs more than reading-writing-presentation¶

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? ANCOVA of post-EBQ scores with pretest as covariate showed Jigsaw II and animation groups had significantly higher epistemological beliefs than the reading-writing-presentation group. → Koç 2016

Evidence¶

Koç 2016¶

Koç, Y., Yildiz, E., Çaliklar, Ş., & Şimşek, Ü. (2016). Effect of Jigsaw II, reading-writing-presentation, and computer animations on the teaching of “Light” Unit. Educational Research and Reviews. https://doi.org/10.5897/ERR2016.2861

q2 · i? · causal · r1

ANCOVA on post-EBQ scores covarying pre-EBQ showed a significant group effect [F(2,67)=20.698; p<0.05]. LSD tests found no difference between Jigsaw II and animation groups, but both significantly exceeded the reading-writing-presentation group.

"However, significant differences were detected between these groups of students and the RWPG students in terms of epistemological beliefs. These differences were in favor of the JIIG and AG students."

Discussion¶

Learner Variables¶

• Epistemic Beliefs — outcome: instruction changes it

Related Claims¶

• Computer animations produced more positive attitude gains toward science than Jigsaw II and reading-writing-presentation — related
• Jigsaw II students achieved significantly higher academic achievement than animation students in the Light unit — related
• Jigsaw II produced significantly higher retention of knowledge than both reading-writing-presentation and animations — related
• Computer-assisted Jigsaw II cooperative learning produced significantly higher physics post-test achievement than individualized computer instruction. — related