Student-Student and Student-Teacher Interactions through the Jigsaw II Method in the Teaching of the Economics Subject in Secondary Education

Yıl 2020, , 118 - 125, 01.03.2020

Mercedes Morera-fernandez Aram Morera-mesa Miguel Angel Morera-fumero Javier Hernandez-perez Armando Luis Morera-fumero

https://doi.org/10.24331/ijere.678716

Öz

Peer interactions and teacher student interactions are essential components of learning upon which
cooperative learning (CL) is rooted. Empirical data about this type of interactions are scanty. The aim
of this research is to compare students’ opinions about the student-student and student-teacher
interactions in a CL method (Jigsaw II/puzzle) and the conventional teacher learning method after
learning an economics teaching unit in a secondary education school. The study was carried out in a
secondary education level institute in the island of Tenerife, Canary Islands (Spain) during the 20172018

academic year. Twenty-eight students took part in the study. Students were taught a unit
through the conventional teacher exposition method and later through a CL technique (Jigsaw
II/puzzle). Peer interactions and teacher-student interaction were evaluated through a 5-point Likertscale.

Students were evaluated twice, during the conventional instruction and approximately two
weeks later after receiving the CL instruction. The total score of interactions among peers was
significantly higher with the CL method than the conventional method (conventional method: 19.92
± 2.26 vs CL method: 21.54 ± 2.75, p < 0.009). There were no significant differences between the
methods of learning in the total score of the interaction with the teacher (conventional method:
17.17±1.61 vs CL method: 16.37±2.78, p < 0.098), but in item 9 (interchange of information with the
teacher) the score in conventional method was significantly higher than in the CL technique (4.50 ±
0.59 vs 4.21 ± 0.72, p < 0.016). In conclusion, the secondary education students consider that
puzzle/jigsaw II CL technique promotes relationships among peers more than conventional learning
while there is no difference between the puzzle/jigsaw II CL technique and the conventional learning
in the teacher-student relationships.

Anahtar Kelimeler

Conventional learning, cooperative learning, jigsaw ii

Kaynakça

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