Claims

Jigsaw instruction produced more favourable student attitudes toward ethnic integration than conventional lecture in Nigerian Social Studies classrooms

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

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? Junior secondary students taught with the jigsaw technique had significantly higher post-test attitude scores than students taught by conventional lecture (F(1,117) = 77.39; p < 0.05). → 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

Pretest-posttest quasi-experimental control-group study of 126 junior secondary students from two south-west Nigerian schools; ANCOVA on post scores rejected H01, reporting "a significant main effect of treatment on students' attitude".

"TABLE 1 above shows that there is a significant main effect of treatment on students' attitude (F (1,117) = 77.39; P < 0.05) .Therefore H01 is rejected."

Discussion

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