Predicting Effect Implementing the Jigsaw Strategy on the Academic Achievement of Students in Mathematics Classes

Autor/inn/en	Abed, Adil Zamil; Sameer, Sameer Abed; Kasim, Munadhil Adil; Othman, Ahamad Tajuddin
Titel	Predicting Effect Implementing the Jigsaw Strategy on the Academic Achievement of Students in Mathematics Classes
Quelle	In: International Electronic Journal of Mathematics Education, 15 (2020) 1, (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1306-3030
Schlagwörter	Teaching Methods; Mathematics Instruction; Mathematics Achievement; Cooperative Learning; Comparative Analysis; Intervention; Student Attitudes; Positive Attitudes; Achievement Tests; Scores; Pretests Posttests + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Kooperatives Lernen; Schülerverhalten; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	The prime purpose of the current study was to investigate the effect of the predictive power of Jigsaw strategy on low proficient students' proficiency in mathematics and determine the effect of Jigsaw strategy on the mathematics achievement of middle-grades grade-two students. The current study included 80 students who were enrolled in the mathematics lessons in 2017-2018 academic year. Of the total sample, forty were included in an experimental group and forty were in control group. The experimental group was given Jigsaw strategy intervention whereas the control group was taught following existing traditional method (teacher-centred). The findings of the study showed that Jigsaw strategy had more positive effect on students' overall mathematics achievement than the control group students. Additionally, the findings also revealed that experimental group students also exhibited positive attitude towards the mathematics lessons. These overall findings have some implications on learning and teaching of mathematics in Iraq context. This study also provides ample evidences that teacher-centered method is obsolete and ineffective especially in teaching mathematics. (As Provided).
Anmerkungen	International Electronic Journal of Mathematics Education. Suite 124, Challenge House 616 Mitcham Road, CR0 3AA, Croydon, London, UK. Tel: +44-208-936-7681; e-mail: iejme@iejme.com; Web site: https://www.iejme.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01