Jigsaw II produced significantly higher retention of knowledge than both reading-writing-presentation and animations¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Two months after instruction, Jigsaw II students scored significantly higher on the AAT-permanence test than both comparison groups. → 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
Delayed posttest (AAT-permanence) administered two months after instruction to all three groups. ANOVA showed significant differences [F(2,68)=19.093; p<0.05], with LSD tests favoring Jigsaw II over both other groups.
"The results obtained from this test indicate that the JIIG students were statistically significantly more successful than both the AG students and the RWPG students."
Discussion¶
Related Claims¶
- Jigsaw II and animations improved epistemological beliefs more than reading-writing-presentation — related
- Jigsaw II students achieved significantly higher academic achievement than animation students in the Light unit — related
- Computer animations produced more positive attitude gains toward science than Jigsaw II and reading-writing-presentation — related
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