Student teachers' opinions of the Jigsaw and confirmatory laboratory approaches do not differ significantly¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? An independent samples t-test on Student Opinion Scale post-test scores found no statistically significant difference between the groups (t=1,276; p=0,208), though the experimental mean was higher (54,92 vs 50,00). → Ataman Karacop 2017

Evidence¶

Ataman Karacop 2017¶

Ataman Karacop, Emine Hatun Diken. (2017). The Effects of Jigsaw Technique Based on Cooperative Learning on Prospective Science Teachers' Science Process Skill. Journal of Education and Practice, Vol.8, No.6. https://eric.ed.gov/?id=EJ1133003

q2 · i? · causal · r1

Post-test only comparison on the 16-item Student Opinion Scale (reliability 0,94) administered after the laboratory practices; experimental mean 54,92, control mean 50,00, out of a maximum of 80. Equivalence was not tested.

"independent samples t-test, which was done to see whe ther there was a statistically significant difference be tween the average SOS scores of the groups, showed that no statistically significant difference existed betw een the average SOS scores of the control and experim ental groups (t=1,276; p=0,208)"

Discussion¶

Related Claims¶

• Control group students valued laboratory group work but also reported boredom with the number and simplicity of experiments — related
• Jigsaw group students reported mostly positive opinions, most commonly easier experiments, exchange of ideas, and shorter experiment duration — related
• The Jigsaw and control groups differed significantly in scientific process skills before treatment — related