Effect of Jigsaw I Technique on Achievement in Written Expression Skill

This study aims to compare the effects of Jigsaw I technique from the cooperative learning methods and traditional teaching method on academic achievement and retrieval of Turkish teacher candidates in the matter of written expression. The sample of the study consists of 70 students studying at the Department of Turkish teaching in the academic year of 2009-2010. One of the classes was randomly specified as control group (N=34) to which traditional teaching method was applied while the other as test group to which the Jigsaw technique (N=36) was applied. The study was predicated on "Non-equal control group pattern". Learning styles of the groups were determined by the Kolb Learning Style Inventory (LSI). Data about their academic success were collected through Success Test for Written Expression (STWE) applied as pre-test and post-test and views of students about Jigsaw I technique were collected through a form questioning students' views (SVF). Then, the results obtained from them were analyzed. It was observed as a result of statistical analyses that there was not a significant variation in favor of the test group in terms of academic success and stability between the test group and the control group in teaching the written expression subject. It was also determined according to the results obtained from the study that the students stated positive views for the Jigsaw I technique. Key Words. Written Expression, Cooperative Learning, The Jigsaw I Technique, Traditional Teaching.

© EDAM (Educational Consultancy Ltd.) Spring 2011. Provided by ProQuest LLC. All Rights Reserved.

The use of this website is subject to the following Terms of Use