Self-regulated jigsaw IV produced significantly higher achievement gain scores than traditional teaching in a university EFL grammar unit¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2016 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? University EFL students taught a grammar unit with self-regulated jigsaw IV achieved significantly higher achievement gain scores than students taught with traditional methods. → Esin Özdemir 2016

Evidence¶

Esin Özdemir 2016¶

Esin Özdemir, Ali Arslan. (2016). The Effect of Self-regulated Jigsaw IV on University Students' Academic Achievements and Attitudes towards English Course. Journal of Education and Training Studies. http://dx.doi.org/10.11114/jets.v4i5.1453

q2 · i? · causal · r1

Quasi-experimental non-equivalent control group pre-test/post-test study with 40 university EFL prep students (n=20 per group); independent samples t-test on gain scores gave t = 6.64, p = 0.019, with experimental gain mean 26.00 versus control 14.15. The finding that "the experimental group students' achievement gain scores are significantly higher" supports the claim.

"According to Table 2, from the point of achievement gain scores; the experimental group students' achievement gain scores are significantly higher than those of control group students'."

Discussion¶

Learner Variables¶

• Syntax — outcome: instruction changes it

Related Claims¶

• Self-regulated jigsaw IV did not significantly increase students' attitudes towards the English course; the significant gain-score difference reflected a control-group decline — related
• EFL students taught grammar and vocabulary with Pixton comic strips scored significantly higher on a post-test than control students taught without Pixton — related
• Jigsaw IV instruction produced a statistically significant pre-to-post achievement gain in the experiment group — related