Effects of Jigsaw II Technique on Academic Achievement and Attitudes to Written Expression Course

Autor/in	Sahin, Abdullah
Titel	Effects of Jigsaw II Technique on Academic Achievement and Attitudes to Written Expression Course
Quelle	In: Educational Research and Reviews, 5 (2010) 12, S.777-787 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1990-3839
Schlagwörter	Experimental Groups; Control Groups; Research Design; Student Attitudes; Academic Achievement; Achievement Tests; Writing Skills; Teaching Methods; Pretests Posttests; Statistical Analysis; Cooperative Learning; Turkish; Evaluation; Likert Scales; Reliability; Validity; Scores; Retention (Psychology) + Suchen Sie Ihr Suchwort? Forschungsdesign; Schülerverhalten; Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Writing skill; Schreibfertigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Statistische Analyse; Kooperatives Lernen; Türkisch; Evaluierung; Likert-Skala; Reliabilität; Gültigkeit; Merkfähigkeit
Abstract	This study aims to explore the effects of a cooperative technique Jigsaw II (experimental group, n=42) and instructional teacher-centered teaching method (control group, n=38) on Turkish language teacher education department students' attitudes to written expression course (a course in which writing skills were taught), their academic achievement, retention and their views, in 2009 to 2010 academic year. In this research "pre-test/post-test with control group experimental design" was used. The data was collected through Attitudes to Written Expression Scale (ATWES) and Written Expression Achievement Test (WEAT), Students' View Form (SVF). The statistical analyses revealed that there were significant differences between the experimental and control groups in terms of their attitudes, academic achievement, and retention in favor of the experimental group. In addition, It was determined that the experimental group students had positive views on the use of Jigsaw II technique. (Contains 3 footnotes, 9 tables, and 3 figures.) (As Provided).
Anmerkungen	Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/ERR2
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10