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Year 2020, Volume 7, Issue 1, 65 - 82, 29.06.2020

Abstract

References

  • Angell, C. (2014). Cooperative learning in the classroom (Order No. 1558081).
  • Baki, A. (2014). Kuramdan uygulamaya matematik eğitimi [Mathematics education from teory into practice]. (5th ed.), Ankara: Harf Eğitim Publ.
  • Bayrakçeken, S, Doymuş, K. & Doğan, A. (2015). İşbirlikli öğrenme modeli ve uygulanması [Cooperative learning model and its implementation]. (2nd ed.). Ankara: Pegem Akademi Publ.
  • Bosfield, G. F. (2004). A comparison of traditional mathematical learning and cooperative mathematical learning. (Master’s thesis).(Order No. 1423796).
  • Büyüköztürk, Ş. (2016). Sosyal Bilimler İçin Veri Analizi El Kitabı [Data analysis handbook for social sciences]. (22nd ed.). Ankara: Pegem Akademi Publ.
  • Campbell, M. D. (2013). Using the learning together strategy to affect student achievement in physical science. (Doctoral Dissertation). (Order No. 3552577).
  • Dirlikli, M. (2015), [The effects of cooperative learning on the academic achievement and knowledge retention learning] (Unpublished doctoral dissertation). Atatürk University Institute of Education Sciences, Erzurum
  • Gülsar, A. (2014), The effects of cooperative learning on mathematics achievement and students' views concerning the method. (Unpublished master's thesis). Uludağ University Institute of Education Sciences, Bursa.
  • Harding, J. L. (2015). The effect of cooperative learning groups on mathematics and statistics anxiety in a college mathematics class (Order No. 3708234).
  • Jack, L. M. (2015). An analysis of the implementation and the effect of jigsaw and think-pair-share cooperative learning strategies on ninth grade students' achievement in algebra I. (Unpublished master's thesis). (Order No. 3689597).
  • Johnson, D. W.,Johnson, R. T. & Holubec J. E. (2016). Cooperative learning handbook. Kocabaş, A. (Eds) (1th ed.). Ankara: Pegem Akademi Yayıncılık. Kabuk, Ö. (2014), The investigation about the effects of the cooperative learning based techniques on students' mathematics achievements. (Unpublished master's thesis). Mehmet Akif Ersoy Institute of Education Sciences, Burdur.
  • Maden, S. (2011). Effect of Jigsaw I technique on achievement in written expression skill 11(2), 901-917.
  • Marangoz, İ. (2010). The effects of cooperative learning method on the achievement and the attitudes of students in primary 6th grades mathematics lesson’s geometry learning field. (Unpublished master's thesis). Gazi University Institute of Education Sciences, Ankara.
  • MEB (2013). Ortaokul Matematik Dersi 5, 6, 7 ve 8. Sınıflar Matematik Öğretim Programı [Secondary School Mathematics Course Grades 5, 6, 7 and 8]. Ankara. Mourning, E. (2014). Kagan cooperative learning model and mathematics achievement of economically disadvantaged middle school students.( Doctoral Dissertation).(Order No. 3624155).
  • NCTM (2000). National Council of Teachers of Mathematics. (NCTM, 1991). Akkuş, O. , Duatepe, A. ve Böke, H. (Eds). Retrieved from http://www.imo.hac ettepe.edu.tr./dosyalar/Okul-matematigi-Prensip-ve-Standartları.pdf.
  • Özçelik, D. A. (2010). Assessment and evaluation (3th ed.), Ankara: PegemA Yayıncılık.
  • Slavin, R. E. Cooperative learning: Theory, research and practice. (2nd ed) Boston: Allyn and Bacon. 1995. Tarım K. (2009). The effects of cooperative learning on preschoolers’ mathematics problem-solving ability. Educational Studies in mathematics, 72(3) , 325-340.
  • Torun, Ö. (2009). The effect of the cooperative learning method supported by multiple intelligence theory on the seventh grade elementary schools in their mathematics subjects of geometrical shapes on their achievement and permanence. (Unpublished master's thesis Gazi University Institute of Education Sciences, Ankara.
  • Ural, A. (2007). The effect of cooperative learning on mathematics academic achievement, retention, mathematics self-efficacy and attitudes toward mathematics.(Unpublished doctoral dissertation). Gazi University Institute of Education Sciences, Ankara.
  • Uyanık, G. (2016). The effect of Jigsaw technique based science Instruction to attitude academic achievement and permanence. International Journal Of Eurasia Social Sciences, volume 7(23), 120-134.
  • Vygotsky, L. S. (1978).Mind in society (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.), Cambridge, MA: Harvard Univ. Press. Retrived from http:// www.hup.harvard.edu/catalog.php?isbn=9780674576292
  • Yıldırım, A. ve Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. (10th ed.), Ankara: Seçkin Publ.
  • Yıldırım, C. (2014).Matematiksel düşünme [Mathematical thinking]. (10th ed.), Ankara: Remzi Bookstore.

The Effectiveness of the Jigsaw Instruction Method for Teaching Quadrilaterals in Middle School

Year 2020, Volume 7, Issue 1, 65 - 82, 29.06.2020

Abstract

In the study presented in this paper, we compared academic success outcomes in a 7th grade mathematics class for students learning the concept of quadrilaterals by traditional methods and the Jigsaw technique of cooperative learning. A secondary goal of the research was to assess the students’ opinions about their experiences learning with the Jigsaw technique. This study was conducted over a seven-week period in a middle school, using both qualitative and quantitative methods. The quantitative portion is conducted by a post-test control group random experimental method. In the qualitative part, we completed a content analysis. The sample of the study includes 50 students; 25 in the control group and 25 in the experimental group. Jigsaw was used for the experimental group and traditional teaching methods were used for the control group to teach quadrilaterals. The results show that the difference between the success of the experimental and control group in the mathematics achievement tests is significantly in favour of the experimental group. Students’ positive and negative opinions on the technique were also revealed.

References

  • Angell, C. (2014). Cooperative learning in the classroom (Order No. 1558081).
  • Baki, A. (2014). Kuramdan uygulamaya matematik eğitimi [Mathematics education from teory into practice]. (5th ed.), Ankara: Harf Eğitim Publ.
  • Bayrakçeken, S, Doymuş, K. & Doğan, A. (2015). İşbirlikli öğrenme modeli ve uygulanması [Cooperative learning model and its implementation]. (2nd ed.). Ankara: Pegem Akademi Publ.
  • Bosfield, G. F. (2004). A comparison of traditional mathematical learning and cooperative mathematical learning. (Master’s thesis).(Order No. 1423796).
  • Büyüköztürk, Ş. (2016). Sosyal Bilimler İçin Veri Analizi El Kitabı [Data analysis handbook for social sciences]. (22nd ed.). Ankara: Pegem Akademi Publ.
  • Campbell, M. D. (2013). Using the learning together strategy to affect student achievement in physical science. (Doctoral Dissertation). (Order No. 3552577).
  • Dirlikli, M. (2015), [The effects of cooperative learning on the academic achievement and knowledge retention learning] (Unpublished doctoral dissertation). Atatürk University Institute of Education Sciences, Erzurum
  • Gülsar, A. (2014), The effects of cooperative learning on mathematics achievement and students' views concerning the method. (Unpublished master's thesis). Uludağ University Institute of Education Sciences, Bursa.
  • Harding, J. L. (2015). The effect of cooperative learning groups on mathematics and statistics anxiety in a college mathematics class (Order No. 3708234).
  • Jack, L. M. (2015). An analysis of the implementation and the effect of jigsaw and think-pair-share cooperative learning strategies on ninth grade students' achievement in algebra I. (Unpublished master's thesis). (Order No. 3689597).
  • Johnson, D. W.,Johnson, R. T. & Holubec J. E. (2016). Cooperative learning handbook. Kocabaş, A. (Eds) (1th ed.). Ankara: Pegem Akademi Yayıncılık. Kabuk, Ö. (2014), The investigation about the effects of the cooperative learning based techniques on students' mathematics achievements. (Unpublished master's thesis). Mehmet Akif Ersoy Institute of Education Sciences, Burdur.
  • Maden, S. (2011). Effect of Jigsaw I technique on achievement in written expression skill 11(2), 901-917.
  • Marangoz, İ. (2010). The effects of cooperative learning method on the achievement and the attitudes of students in primary 6th grades mathematics lesson’s geometry learning field. (Unpublished master's thesis). Gazi University Institute of Education Sciences, Ankara.
  • MEB (2013). Ortaokul Matematik Dersi 5, 6, 7 ve 8. Sınıflar Matematik Öğretim Programı [Secondary School Mathematics Course Grades 5, 6, 7 and 8]. Ankara. Mourning, E. (2014). Kagan cooperative learning model and mathematics achievement of economically disadvantaged middle school students.( Doctoral Dissertation).(Order No. 3624155).
  • NCTM (2000). National Council of Teachers of Mathematics. (NCTM, 1991). Akkuş, O. , Duatepe, A. ve Böke, H. (Eds). Retrieved from http://www.imo.hac ettepe.edu.tr./dosyalar/Okul-matematigi-Prensip-ve-Standartları.pdf.
  • Özçelik, D. A. (2010). Assessment and evaluation (3th ed.), Ankara: PegemA Yayıncılık.
  • Slavin, R. E. Cooperative learning: Theory, research and practice. (2nd ed) Boston: Allyn and Bacon. 1995. Tarım K. (2009). The effects of cooperative learning on preschoolers’ mathematics problem-solving ability. Educational Studies in mathematics, 72(3) , 325-340.
  • Torun, Ö. (2009). The effect of the cooperative learning method supported by multiple intelligence theory on the seventh grade elementary schools in their mathematics subjects of geometrical shapes on their achievement and permanence. (Unpublished master's thesis Gazi University Institute of Education Sciences, Ankara.
  • Ural, A. (2007). The effect of cooperative learning on mathematics academic achievement, retention, mathematics self-efficacy and attitudes toward mathematics.(Unpublished doctoral dissertation). Gazi University Institute of Education Sciences, Ankara.
  • Uyanık, G. (2016). The effect of Jigsaw technique based science Instruction to attitude academic achievement and permanence. International Journal Of Eurasia Social Sciences, volume 7(23), 120-134.
  • Vygotsky, L. S. (1978).Mind in society (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.), Cambridge, MA: Harvard Univ. Press. Retrived from http:// www.hup.harvard.edu/catalog.php?isbn=9780674576292
  • Yıldırım, A. ve Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. (10th ed.), Ankara: Seçkin Publ.
  • Yıldırım, C. (2014).Matematiksel düşünme [Mathematical thinking]. (10th ed.), Ankara: Remzi Bookstore.

Details

Primary Language English
Subjects Education, Scientific Disciplines
Journal Section Research Article
Authors

Akan Volkan ÇALIK> (Primary Author)
KASTAMONU UNIVERSITY
Türkiye


Ahmet KAÇAR>
KASTAMONU UNIVERSITY
Türkiye

Publication Date June 29, 2020
Published in Issue Year 2020, Volume 7, Issue 1

Cite

Bibtex @research article { ojer732755, journal = {Osmangazi Journal of Educational Research}, eissn = {2651-4206}, address = {Osmangazi Journal of Educational Research (OJER) Eskişehir Osmangazi Üniversitesi Eğitim Bilimleri Enstitüsü Meşelik Yerleşkesi 26480 Eskişehir /TURKEY}, publisher = {Eskişehir Osmangazi University}, year = {2020}, volume = {7}, number = {1}, pages = {65 - 82}, title = {The Effectiveness of the Jigsaw Instruction Method for Teaching Quadrilaterals in Middle School}, key = {cite}, author = {Çalık, Akan Volkan and Kaçar, Ahmet} }
APA Çalık, A. V. & Kaçar, A. (2020). The Effectiveness of the Jigsaw Instruction Method for Teaching Quadrilaterals in Middle School . Osmangazi Journal of Educational Research , 7 (1) , 65-82 . Retrieved from https://dergipark.org.tr/en/pub/ojer/issue/55386/732755
MLA Çalık, A. V. , Kaçar, A. "The Effectiveness of the Jigsaw Instruction Method for Teaching Quadrilaterals in Middle School" . Osmangazi Journal of Educational Research 7 (2020 ): 65-82 <https://dergipark.org.tr/en/pub/ojer/issue/55386/732755>
Chicago Çalık, A. V. , Kaçar, A. "The Effectiveness of the Jigsaw Instruction Method for Teaching Quadrilaterals in Middle School". Osmangazi Journal of Educational Research 7 (2020 ): 65-82
RIS TY - JOUR T1 - The Effectiveness of the Jigsaw Instruction Method for Teaching Quadrilaterals in Middle School AU - Akan VolkanÇalık, AhmetKaçar Y1 - 2020 PY - 2020 N1 - DO - T2 - Osmangazi Journal of Educational Research JF - Journal JO - JOR SP - 65 EP - 82 VL - 7 IS - 1 SN - -2651-4206 M3 - UR - Y2 - 2020 ER -
EndNote %0 Osmangazi Journal of Educational Research The Effectiveness of the Jigsaw Instruction Method for Teaching Quadrilaterals in Middle School %A Akan Volkan Çalık , Ahmet Kaçar %T The Effectiveness of the Jigsaw Instruction Method for Teaching Quadrilaterals in Middle School %D 2020 %J Osmangazi Journal of Educational Research %P -2651-4206 %V 7 %N 1 %R %U
ISNAD Çalık, Akan Volkan , Kaçar, Ahmet . "The Effectiveness of the Jigsaw Instruction Method for Teaching Quadrilaterals in Middle School". Osmangazi Journal of Educational Research 7 / 1 (June 2020): 65-82 .
AMA Çalık A. V. , Kaçar A. The Effectiveness of the Jigsaw Instruction Method for Teaching Quadrilaterals in Middle School. OJER. 2020; 7(1): 65-82.
Vancouver Çalık A. V. , Kaçar A. The Effectiveness of the Jigsaw Instruction Method for Teaching Quadrilaterals in Middle School. Osmangazi Journal of Educational Research. 2020; 7(1): 65-82.
IEEE A. V. Çalık and A. Kaçar , "The Effectiveness of the Jigsaw Instruction Method for Teaching Quadrilaterals in Middle School", Osmangazi Journal of Educational Research, vol. 7, no. 1, pp. 65-82, Jun. 2020