EFFECT OF JIGSAW STRATEGY OF COOPERATIVE LEARNING ON MATHEMATICS ACHIEVEMENT AMONG SECONDARY SCHOOL STUDENTS
DOI:
https://doi.org/10.46827/ejes.v0i0.1428Keywords:
jigsaw strategy, attitude toward learning mathematics, traditional teaching method, cooperative learningAbstract
The aim of this paper was to investigate the effects of Jigsaw cooperative learning on students’ academic achievement of first year senior secondary school (SS 1) students in Nigeria. The sample of this study consisted of 80 SS1 students. The study was carried out in two groups. One of the groups was randomly assigned to the Jigsaw strategy group, and the second group was assigned to the control group, in which the traditional teaching method (Lecture) was applied. The data collected were analyzed using descriptive statistics. The results of the findings indicated that the teaching of mathematics via the Jigsaw strategy was more effective than the traditional teaching method in increasing academic achievement. Additionally, it was further inferred that Jigsaw method increases positive attitudes toward learning the subject.
Article visualizations:
References
Abrami, P. C., Poulsen, C., & Chambers, B. (2004). Teacher motivation to implement an educational innovation: Factors differentiating users and non-users of cooperative learning. Educational Psychology, 24(2), 201-216.
Al-Salkhi, M. J. (2015). The Effectiveness of Jigsaw Strategy on the Achievement and Learning Motivation of the 7th Primary Grade Students in the Islamic Education. Educational Sciences Division Petra Private University Jordan. Vol 5(4).
Ariyani, Z. D. (2013). The Investigation of Challenges in Teaching and Learning Mathematics through English at Secondary Schools in Kepulauan Riau, Indonesia (Doctoral dissertation, Universiti Teknologi Malaysia).
Azmin, N. H. (2016). Effect of the Jigsaw-Based Cooperative Learning Method on Student Performance in the General Certificate of Education Advanced-Level Psychology: An Exploratory Brunei Case Study. International Education Studies. 9(1), 91-106.
Gambari, I. A., Yusuf, M. O., & Thomas, D. A. (2015). Effects of Computer-Assisted STAD, LTM and ICI Cooperative Learning Strategies on Nigerian Secondary School Students' Achievement, Gender and Motivation in Physics. Journal of Education and Practice, 6(19), 16-28.
Johnson, D. W., & Johnson, R. T. (1989). Cooperation and competition: Theory and research. Edina, MN: Interaction Book Company.
Maden, S. (2011). Effect of Jigsaw 1 technique on achievement in written expression skill, Educational Sciences; Theory Practice. 11(2): 911-917.
Mengduo, Q., & Xiaoling, J. (2010). Jigsaw Strategy as a Cooperative Learning Technique: Focusing on the language learners. Chinese Journal of Applied linguistics (bimonthly), 33(4), 113-125.
Narzoles, D. G. (2015). Student Team Achievement Division (STAD): Its effect on the Academic performance of EFL Learners. American Research Journal of English and Literature. (1)1.
O’Leary, N., & Griggs, G. (2010). Researching the pieces of a puzzle: the use of a jigsaw learning approach in the delivery of undergraduate gymnastics. Journal of further and higher education. 34(1), 73-81.
Rachmah, D. N. (2017). Effects of Jigsaw Learning Method on Students Self-Efficacy and Motivation to Learn. A Journal of Education, Health and Community Psychology. 6(3).
Reys, B. (2010). Ten Challenges Facing the Mathematics Education Community. Learning, Teaching, and Curriculum presentations (MU).
Sahin, A. (2010). Effective of Jigsaw 11 techniques on achievement in written expression. Asia Pacific Education. Rev. Educational Research Institute, Seoul National University, Korea.
Şengül, S., & Katranci, Y. (2014). Effects of jigsaw technique on seventh grade primary school students’ attitude towards mathematics. Procedia-Social and Behavioral Sciences, 116, 339-344.
Slavin, R. E. (2011). Instruction based on cooperative learning. Handbook of research on learning and instruction, 4.
Temesgen & Enunuwe (2014). Effect of Jigsaw Cooperative Learning Teaching Style on Students` Achievement in. Organic Chemistry. South African International Conference on Education. “Rethinking Teaching and Learning in the 21st Century” Proceedings. 226-242.
Tran, V. D. (2014). The effects of cooperative learning on the Academic Achievement and Knowledge Retention, International Journal of Higher Education. 3(2), 131-140.
Van Dat, T. (2016). The Effects of Jigsaw Learning on Students’ Knowledge Retention in Vietnamese Higher Education. International Journal of Higher Education, 5(2), 236-242.
Wilson, J. A., Pegram, A. H., Battise, D.M., & Robinson, A.H. (2017). Traditional lecture versus Jigsaw learning method for Teaching Medication Therapy Management (MTM) core elements. A Journal of currents in Pharmacy Teaching and Learning. 9(6), 1151-1159.
Zakaria, E., Solfitri, T., Yusoff, D., & Abidin, Z. (2013). Effect of Cooperative learning on Secondary School Students Mathematics Achievement. Journal of Research in Science. (4), 2, 98-100.
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
