The Effect of Using Jigsaw Cooperative Learning Technique in Teaching Computer Literacy on Students’ Achievement and Retention

Year 2018, Volume: 47 Issue: 1, 37 - 59, 22.04.2018

Mehmet Tekdal , Seval Sönmez

https://doi.org/10.14812/cuefd.398633

Cited By: 1

Abstract

The main purpose of this empirical
study was to investigate the effect of using jigsaw technique of cooperative
learning method on sixth grade students’ achievement in teaching computer
literacy lesson. Fifty five sixth grade students from two class of a public
school in Turkey participated in this study. With a quasi-experimental
pretest–post-test research design, one class assign to experimental and the
other to control group randomly. While the experimental group (n=33) instructed
with jigsaw technique of cooperative learning method, the control group (n=22)
followed the regular curriculum with traditional instructional methods. Both
groups were administered to an achievement test, as pre, post and retention
test. A t-test analysis was used to analyses research data. The results of
post-test indicated that students in experimental group had significantly
higher achievement scores than students in the control group. However, no
significant difference found between the groups on retention test scores.

Keywords

Cooperative Learning, Computer Literacy, Jigsaw Technique

References

• Aronson, E. (2002). Building empathy, compassion, and achievement in the jigsaw classroom. Improving academic achievement: Impact of psychological factors on education, 209-225.
• Artut, P. D., & Tarim, K. (2007). The effectiveness of jigsaw II on prospective elementary school teachers. Asia‐Pacific Journal of Teacher Education, 35(2), 129-141.
• Berger, R., & Hänze, M. (2015). Impact of expert teaching quality on novice academic performance in the jigsaw cooperative learning method. International Journal of Science Education, 37(2), 294-320.
• Doymus, K. (2008). Teaching chemical bonding through jigsaw cooperative learning. Research in Science & Technological Education, 26(1), 47-57.
• Gömleksiz, M. N. (2007). Effectiveness of cooperative learning (jigsaw II) method in teaching English as a foreign language to engineering students (Case of Firat University, Turkey). European journal of engineering education, 32(5), 613-625.
• Hänze, M., & Berger, R. (2007). Cooperative learning, motivational effects, and student characteristics: An experimental study comparing cooperative learning and direct instruction in 12th grade physics classes. Learning and instruction, 17(1), 29-41.
• Holubec, E., Johnson, D. W., & Johnson, R. T. (1993). Impact of cooperative learning on naval air traffic controller training. The Journal of Social Psychology, 133(3), 337-346.
• Johnson, D. W., & Johnson, R. T. (1999). Making cooperative learning work. Theory into practice, 38(2), 67-73.
• Keser, H., & Teker, N. (2011). The Study of Developments in Computer Education in Turkey between 1960-1988. Elementary Education Online, 10(3), 1010-1027.
• Küçükahmet, L. (1997). Eğitim programları ve öğretim. Ankara: Gazi Kitabevi.
• Lazarowitz, R. (1995). Learning science in cooperative modes in junior and senior high schools: Cognitive and affective outcomes. Secondary schools and cooperative learning: Theories, models, and strategies, 185-227.
• Mari, J. S., & Gumel, S. A. (2015). Effects of jigsaw model of cooperative learning on self-efficacy and achievement in chemistry among concrete and formal reasoners in colleges of education in Nigeria. International Journal of Information and Education Technology, 5(3), 196.
• Mengduo, Q., & Xiaoling, J. (2010). Jigsaw Strategy as a Cooperative Learning Technique: Focusing on the Language Learners. Chinese Journal of Applied Linguistics (Foreign Language Teaching & Research Press), 33(4).
• Olukayode, A. S., & Salako, E. T. (2014). Effect of Jigsaw Technique and Gender on Students’ Attitude to Ethnic Integration and Sustainable Development in Nigeria. World Journal of Education, 4(3), 46.
• Orhan, F. (1995). Bilgisayar Ders Yazılımlarının Değerlendirilmesi İçin Bir Model Önerisi. Yayımlanmamış doktora tezi, Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü, Ankara.
• Sevim, O. (2015). Influence of the Subject Jigsaw Technique on Elementary School Seventh Grade Students' Academic Achievement and On Their Problem Solving Skills. Egitim ve Bilim, 40(177).
• Slavin, R. E. (1987). Developmental and motivational perspectives on cooperative learning: A reconciliation. Child development, 1161-1167.
• Slavin, R. E., Hurley, E. A., & Chamberlain, A. (2003). Cooperative learning and achievement: Theory and research. Handbook of psychology.
• Steiner, S., Stromwall, L. K., Brzuzy, S., & Gerdes, K. (1999). Using cooperative learning strategies in social work education. Journal of Social Work Education, 35(2), 253-264.
• Şahin, A. (2011). Effects of Jigsaw III technique on achievement in written expression. Asia Pacific Education Review, 12(3), 427-435.
• Tarhan, L., Ayyıldız, Y., Ogunc, A., & Sesen, B. A. (2013). A jigsaw cooperative learning application in elementary science and technology lessons: physical and chemical changes. Research in Science & Technological Education, 31(2), 184-203.
• Wyk, M. M. V. (2012). The effects of the STAD-cooperative learning method on student achievement, attitude and motivation in economics education. Journal of Social Sciences, 33(2), 261-270.