Jigsaw cooperative learning produces higher posttest achievement than traditional teaching for preschool sense-organs instruction¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2016 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? After jigsaw instruction, the experimental group's posttest achievement scores were significantly higher than the control group's (t(36)=6.15; p<0.05). → Akçay 2016

Evidence¶

Akçay 2016¶

Nilüfer Okur Akçay. (2016). Implementation of Cooperative Learning Model in Preschool. Journal of Education and Learning, 5(3). https://doi.org/10.5539/jel.v5n3p83

q2 · i? · causal · r1

Semi-experimental pretest-posttest study with experimental and control groups: 38 nursery children randomly assigned to a Jigsaw Group (N=20) and Control Group (N=18). The independent t-test showed "significant difference between them (t(36)=6.15; p<0.05)" favoring the jigsaw group. No effect size is printed.

"It was determined that the arithmetic mean of the posttest results of the experimental group was 7.70 and the standard deviation was 1.62; the arithmetic mean of the control group was 4.43 and the standard deviation was 1.74, and there was significant difference between them (t(36)=6.15; p<0.05)."

Discussion¶

Related Claims¶

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• Pretest achievement scores did not differ between the jigsaw and control groups before instruction — related
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• Jigsaw cooperative learning produced higher laboratory material recognition post-test scores than traditional instruction in General Physics Laboratory-I — a broader claim this one bears on
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