AI Summary & Key Takeaways
AI InsightSignificant difference was found in favor of the experimental group and it was found that Jigsaw technique was more effective compared to traditional teaching methods.
📌 3 Key Takeaways
Abstract
The aim of this study is to examine effect of jigsaw technique on 6th grade students’ academic achievement in teaching the particulate nature of matter in science and technology course. The study was conducted on 70 6th grade students in 2012–2013 school term. As data collection tool, Particulate Nature of Matter Achievement Knowledge Test and Jigsaw Opinionnaire, which were developed by the researchers were used. The data collected were analyzed by SPSS 19 program in terms of frequency and percentage and through Independent Student t-test and ANCOVA. The findings suggested that significant difference was found in favor of the experimental group in academic achievement levels of both groups. In addition, Cohen’s d effect size of the method administered was found 0.49. Academic achievement test was conducted as a retention test 12 weeks after it was used as a post-test. Significant difference was found in favor of the experimental group and it was found that Jigsaw technique was more effective compared to traditional teaching methods. Moreover, students stated generally more positive opinions toward cooperative learning.
Özet
Bu araştırmanın amacı, Maddenin Tanecikli Yapısı Ünite’sinin öğretimindeJigsaw yönteminin 6.sınıf öğrencilerinin Fen ve Teknoloji dersindeki akademikbaşarılarına etkisini incelemektir.Araştırma, 2012–2013 öğretim yılında6. sınıfta okuyan 70 öğrencininkatılımı ile yürütüldü.Veri toplama aracı olarak araştırmacılar tarafından hazırlananMaddenin Tanecikli Yapısı Akademik Başarı Testi (mABT) ve Jigsaw Görüş Ölçeği(JGÖ) kullanıldı.Elde edilen veriler SPSS 19 programında frekans ve yüzde, IndependentStudent t-testi ve ANCOVA testleri ile analiz edildi.Araştırmanın sonucunda, iki grubun akademik başarı seviyelerinde deneygrubu lehine anlamlı farklılık bulunmuştur. Ayrıca uygulanan öğretim yöntemininetki büyüklüğü (Cohen’s d) 0.49 olarak buludu.. mABT son test olarakuygulandıktan 12 hafta sonra kalıcılık testi olarak tekrar uygulanmış ve deney grubulehine anlamlı fark olduğu ayrıca Jigsawyönteminin geleneksel öğretimyöntemlerine göre daha etkili olduğu sonuçlarına ulaşıldı. Bunun yanındaöğrencilerin işbirlikli öğrenme ile ilgili görüşlerinin de genellikle olumlu olduğubelirlendi.