Jigsaw II students achieved significantly higher academic achievement than animation students in the Light unit¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Jigsaw II students scored significantly higher on the post-AAT than animation students, while reading-writing-presentation students scored between the two without significant differences. → 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 · r2

Quasi-experimental posttest comparison of 71 seventh-graders in three intact school groups (JIIG n=24, RWPG n=22, AG n=25). ANOVA on post-AAT showed a significant group effect, with LSD tests showing Jigsaw II significantly higher than animations, and reading-writing-presentation not significantly different from either.

"ANOVA results regarding post -AAT shown in Table 5 indicate statistically significant differences between the academic achievements of the JIIG, RWPG, and AG students in terms of the “Light” unit covered in the science lesson [F (2,68) =6.057; p<0 .05]."

Discussion¶

Related Claims¶

• Jigsaw II and animations improved epistemological beliefs more than reading-writing-presentation — related
• Jigsaw II produced significantly higher retention of knowledge than both reading-writing-presentation and animations — related
• Computer animations produced more positive attitude gains toward science than Jigsaw II and reading-writing-presentation — related
• The 5E instructional model enriched with animations produced higher seventh-grade achievement on the light unit than the 5E model enriched with cooperative learning and the 5E model alone — reports the opposite
• All three methods created positive attitudes toward science among students — related