Effects of jigsaw II on academic achievement in English prep classes
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Dosyalar
Tarih
2013
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Elsevier Science Bv
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
The aim of this study is to determine the effects of Jigsaw II on English prep school students' academic achievement. This study was conducted whether jigsaw II has meaningful effects on the academic achievement of English prep school students or not. This study was done at Abant Izzet Baysal University Prep classes in an experimental way with 48 students. The experimental and the control group were arranged according to the results of their mid-term and quiz results. After this, the students in the experimental group were divided into the groups of six to initiate the group work. In order to see the effects of technique on their academic achievement, students in the experimental group were asked to learn and teach The Present Perfect Tense, just, yet and already in Jigsaw model, one of the techniques of cooperative learning. The control group, on the other hand, learned the same subject in normal conditions. Both groups took the same exam to see the effects of the study after they learn the subject. The results were analyzed with SPSS 13.0 and the quiz results of the experimental and control group were compared. According to the quiz results, there was significant difference in terms of their academic achievement between the experimental and control group. (C) 2012 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of ALSC 2012
Açıklama
Akdeniz Language Studies Conference -- MAY 09-12, 2012 -- Antalya, TURKEY
Anahtar Kelimeler
Cooperative Learning, Jigsaw II, Academic Achievement, English Prep Classes
Kaynak
Akdeniz Language Studies Conference
WoS Q Değeri
N/A
Scopus Q Değeri
Cilt
70
