Araştırma Makalesi
BibTex RIS Kaynak Göster

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
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.

Kaynakça

  • Artzt, A. F., & Newman, C. M. (1990). Cooperative learning. Mathematics Teacher, 83(September), 448–452. Cohen, E. G. (1994). Restructuring the Classroom: Conditions for Productive Small Groups. Review of Educational Research, 64(1), 1–35. Furrer, C. J., Skinner, E. A., & Pitzer, J. R. (2014). The influence of teacher and peer relationships on students’ classroom engagement and everyday motivational resilience. Teachers College Record, 116(13), 101–123. Göer, A. (2010). A comparative research on the effectivity of cooperative learning method and jigsaw technique on teaching literary genres. Educational Research and Reviews, 5(8), 439–445. Johnson, D. W., & Johnson, R. P. (1998). Learning Together and Alone: Co-Operative, Competitive and Individualistic Learning (3rd ed.). Allyn & Bacon. Liu, Y. (2003). Developing a scale to measure the interactivity of websites. Journal of Advertising Research, 43(2), 207–216. Madden, N. A., & Slavin, R. E. (1983). Mainstreaming Students with Mild Handicaps: Academic and Social Outcomes. Review of Educational Research, 53(4), 519–569. McMillan, S. J., & Hwang, J. S. (2002). Measures of perceived interactivity: An exploration of the role of direction of communication, user control, and time in shaping perceptions of interactivity. Journal of Advertising, 31(3), 28–42. Morera-Fernandez, M., Morera-Mesa, A., & Morera-Fumero, A. L. (2020). Cooperative learning: A systematic review of the economy subject in the curriculum of secondary education. International Journal of Educational Research Review, 5(1), 83–86. National Council of Teachers of Mathematics (NCTM). (1989). Curriculum and Evaluation Standards for School Mathematics. Reston, Virginia: National Council of Teachers of Mathematics. Pons, R. M., Prieto, M. D., Lomeli, C., Bermejo, M. R., & Bulut, S. (2014). Cooperative learning in mathematics: A study on the effects of the parameter of equality on academic performance. Anales de Psicologia, 30(3), 832–840. Rokhmah, N. F., & Subroto, W. T. (2019). Application of cooperative learning jigsaw type to ımprove learning outcomes of economic ıntroduction and business. International Journal of Educational Research Review, 4(2), 238–244. Serrano, J. M., & Pons, R. M. (2014). Introduction: Cooperative learning. Anales de Psicologia, 30(3), 781–784. Sharan, S., & Sharan, Y. (1992). Expanding cooperative learning through group investigation. New York: Teacher’s College Press. Slavin, R. (1990). Cooperative learning: Theory, research, and practice. Englewood Cliffs, N.J.: Prentice Hall. Slavin, R. E., & Cooper, R. (1999). Improving intergroup relations: Lessons learned from cooperative learning programs. Journal of Social Issues, 55(4), 647–663. Topping, K. J., Thurston, A., Tolmie, A., Christie, D., Murray, P., & Karagiannidoud, E. (2011). Cooperative learning in science: Intervention in the secondary school. Research in Science and Technological Education, 29(1), 91–106. Vallet-Bellmunt, T., Rivera-Torres, P., Vallet-Bellmunt, I., & Vallet-Bellmunt, A. (2016). Eficiencia del plan de marketing como técnica de aprendizaje cooperativo. European Research on Management and Business Economics, 22(1), 17–24
Yıl 2020, , 118 - 125, 01.03.2020
https://doi.org/10.24331/ijere.678716

Öz

Kaynakça

  • Artzt, A. F., & Newman, C. M. (1990). Cooperative learning. Mathematics Teacher, 83(September), 448–452. Cohen, E. G. (1994). Restructuring the Classroom: Conditions for Productive Small Groups. Review of Educational Research, 64(1), 1–35. Furrer, C. J., Skinner, E. A., & Pitzer, J. R. (2014). The influence of teacher and peer relationships on students’ classroom engagement and everyday motivational resilience. Teachers College Record, 116(13), 101–123. Göer, A. (2010). A comparative research on the effectivity of cooperative learning method and jigsaw technique on teaching literary genres. Educational Research and Reviews, 5(8), 439–445. Johnson, D. W., & Johnson, R. P. (1998). Learning Together and Alone: Co-Operative, Competitive and Individualistic Learning (3rd ed.). Allyn & Bacon. Liu, Y. (2003). Developing a scale to measure the interactivity of websites. Journal of Advertising Research, 43(2), 207–216. Madden, N. A., & Slavin, R. E. (1983). Mainstreaming Students with Mild Handicaps: Academic and Social Outcomes. Review of Educational Research, 53(4), 519–569. McMillan, S. J., & Hwang, J. S. (2002). Measures of perceived interactivity: An exploration of the role of direction of communication, user control, and time in shaping perceptions of interactivity. Journal of Advertising, 31(3), 28–42. Morera-Fernandez, M., Morera-Mesa, A., & Morera-Fumero, A. L. (2020). Cooperative learning: A systematic review of the economy subject in the curriculum of secondary education. International Journal of Educational Research Review, 5(1), 83–86. National Council of Teachers of Mathematics (NCTM). (1989). Curriculum and Evaluation Standards for School Mathematics. Reston, Virginia: National Council of Teachers of Mathematics. Pons, R. M., Prieto, M. D., Lomeli, C., Bermejo, M. R., & Bulut, S. (2014). Cooperative learning in mathematics: A study on the effects of the parameter of equality on academic performance. Anales de Psicologia, 30(3), 832–840. Rokhmah, N. F., & Subroto, W. T. (2019). Application of cooperative learning jigsaw type to ımprove learning outcomes of economic ıntroduction and business. International Journal of Educational Research Review, 4(2), 238–244. Serrano, J. M., & Pons, R. M. (2014). Introduction: Cooperative learning. Anales de Psicologia, 30(3), 781–784. Sharan, S., & Sharan, Y. (1992). Expanding cooperative learning through group investigation. New York: Teacher’s College Press. Slavin, R. (1990). Cooperative learning: Theory, research, and practice. Englewood Cliffs, N.J.: Prentice Hall. Slavin, R. E., & Cooper, R. (1999). Improving intergroup relations: Lessons learned from cooperative learning programs. Journal of Social Issues, 55(4), 647–663. Topping, K. J., Thurston, A., Tolmie, A., Christie, D., Murray, P., & Karagiannidoud, E. (2011). Cooperative learning in science: Intervention in the secondary school. Research in Science and Technological Education, 29(1), 91–106. Vallet-Bellmunt, T., Rivera-Torres, P., Vallet-Bellmunt, I., & Vallet-Bellmunt, A. (2016). Eficiencia del plan de marketing como técnica de aprendizaje cooperativo. European Research on Management and Business Economics, 22(1), 17–24
Toplam 1 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Mercedes Morera-fernandez Bu kişi benim

Aram Morera-mesa Bu kişi benim

Miguel Angel Morera-fumero Bu kişi benim

Javier Hernandez-perez Bu kişi benim

Armando Luis Morera-fumero Bu kişi benim

Yayımlanma Tarihi 1 Mart 2020
Yayımlandığı Sayı Yıl 2020

Kaynak Göster

APA Morera-fernandez, M., Morera-mesa, A., Morera-fumero, M. A., Hernandez-perez, J., vd. (2020). Student-Student and Student-Teacher Interactions through the Jigsaw II Method in the Teaching of the Economics Subject in Secondary Education. International Journal of Educational Research Review, 5(2), 118-125. https://doi.org/10.24331/ijere.678716
AMA Morera-fernandez M, Morera-mesa A, Morera-fumero MA, Hernandez-perez J, Morera-fumero AL. Student-Student and Student-Teacher Interactions through the Jigsaw II Method in the Teaching of the Economics Subject in Secondary Education. IJERE. Mart 2020;5(2):118-125. doi:10.24331/ijere.678716
Chicago Morera-fernandez, Mercedes, Aram Morera-mesa, Miguel Angel Morera-fumero, Javier Hernandez-perez, ve Armando Luis Morera-fumero. “Student-Student and Student-Teacher Interactions through the Jigsaw II Method in the Teaching of the Economics Subject in Secondary Education”. International Journal of Educational Research Review 5, sy. 2 (Mart 2020): 118-25. https://doi.org/10.24331/ijere.678716.
EndNote Morera-fernandez M, Morera-mesa A, Morera-fumero MA, Hernandez-perez J, Morera-fumero AL (01 Mart 2020) Student-Student and Student-Teacher Interactions through the Jigsaw II Method in the Teaching of the Economics Subject in Secondary Education. International Journal of Educational Research Review 5 2 118–125.
IEEE M. Morera-fernandez, A. Morera-mesa, M. A. Morera-fumero, J. Hernandez-perez, ve A. L. Morera-fumero, “Student-Student and Student-Teacher Interactions through the Jigsaw II Method in the Teaching of the Economics Subject in Secondary Education”, IJERE, c. 5, sy. 2, ss. 118–125, 2020, doi: 10.24331/ijere.678716.
ISNAD Morera-fernandez, Mercedes vd. “Student-Student and Student-Teacher Interactions through the Jigsaw II Method in the Teaching of the Economics Subject in Secondary Education”. International Journal of Educational Research Review 5/2 (Mart 2020), 118-125. https://doi.org/10.24331/ijere.678716.
JAMA Morera-fernandez M, Morera-mesa A, Morera-fumero MA, Hernandez-perez J, Morera-fumero AL. Student-Student and Student-Teacher Interactions through the Jigsaw II Method in the Teaching of the Economics Subject in Secondary Education. IJERE. 2020;5:118–125.
MLA Morera-fernandez, Mercedes vd. “Student-Student and Student-Teacher Interactions through the Jigsaw II Method in the Teaching of the Economics Subject in Secondary Education”. International Journal of Educational Research Review, c. 5, sy. 2, 2020, ss. 118-25, doi:10.24331/ijere.678716.
Vancouver Morera-fernandez M, Morera-mesa A, Morera-fumero MA, Hernandez-perez J, Morera-fumero AL. Student-Student and Student-Teacher Interactions through the Jigsaw II Method in the Teaching of the Economics Subject in Secondary Education. IJERE. 2020;5(2):118-25.

International Journal of Educational Research Review (ISSN:2458-9322)
International Journal of Educational Research Review publishes scholarly articles that are of general significance to the education research community and that come from a wide range of areas. The International Journal of Educational Research Review aims to provide a forum for scholarly understanding of the field of education. Articles focus upon concepts, research, review and practices that emphasizes the intersections between education research and other fields, raises new questions, and develops innovative approaches to our understandings of pressing issues.
The range of topics covered in the International Journal of Educational Research Review include; read full aims and scope; https://www.ijere.com/page/journal-scopes
Peer Review Policy: All articles in this journal will undergo initial editor screening, rigorous double-anonymous peer review, and review by the editorial board.
Double-blind peer review
International Journal of Educational Research Review follows a double-blind reviewing procedure. This means that the author will remain anonymous to the reviewers throughout peer review. It is the responsibility of the author to anonymize the manuscript and any associated materials. read full Peer Review Policy; https://www.ijere.com/page/peer-review-policy
Ownership and management
IJERE journal is hosted by Dergipark/Tubitak. IJERE Journal is published with the support of Sakarya University Faculty of Education/TURKEY.
Governing body
Editor in Chief
Dr. Serhat Arslan, Gazi University, serhatarslan@gazi.edu.tr ,  Turkey
read full Governing body /Ownership and management/ Editorial board member ; https://www.ijere.com/page/editorial-board
Copyright and licensing
Copyright Statement
Copyright violation is an important, and possibly related, ethical issue. Authors should check their manuscripts for possible breaches of copyright law (e.g., where permissions are needed for quotations, artwork or tables taken from other publications or from other freely available sources on the Internet) and secure the necessary permissions before submission to International Journal of Educational Research Review.
read full Copyright and licensing; https://www.ijere.com/page/copyright-and-licensing-open-access-statement