Fourth graders taught science with the Jigsaw strategy acquired more scientific concepts than peers taught the traditional way¶
Claim · All claims
Evidence · 1 study · causalr1·q2·i3large
Currency · newest study 2017 · 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 i3 In a semi-experimental study of 70 fourth graders, the Jigsaw group's amended post-test mean (16.98) exceeded the control group's (13.99), with F = 18.366, significance 0.000, and a printed Eta Square effect size of 22% (η² = .218). → Hamadneh 2017
Evidence¶
Hamadneh 2017¶
Dr. Qaseem Mohammad Salim Hamadneh. (2017). The Effect of Using Jigsaw Strategy in Teaching Science on the Acquisition of Scientific Concepts Among the Fourth Graders of Bani Kinana Directorate of Education. Journal of Education and Practice, Vol.8, No.5. https://eric.ed.gov/?id=EJ1133045
q2 · i3 · causal · r1
Semi-experimental ANCOVA on post-test scores of 70 fourth graders (experimental and control groups of 17 males and 18 females each), with the pre-test as a companion variable. The amended arithmetic mean was (16.98) for the Jigsaw group versus (13.99) for the control group; the printed effect size was "the effect size (Eta Square) was (22%)", i.e. η² = .218 as printed in Table 5.
"there are statistically significant differences at the level of (0.05) for the variable of the group in the post measurement as the value of (F) was (18.366) by a statistical significance of (0.000), and the differences were in favor of the experimental group, where the amended arithmetic mean was (16.98), while the amended arithmetic mean of the control group was (13.99); the effect size (Eta Square) was (22%)"
Discussion¶
Related Claims¶
- The jigsaw group's post-test attitude mean (24.96) exceeded the conventional group's (17.65) in estimated marginal means — related
- The effect of Jigsaw teaching on scientific concept acquisition did not differ by student gender — related
- The pre-test covariate had no statistically significant effect on post-test concept acquisition — related
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