Effects of jigsaw II on academic achievement in English prep classes

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dc.authorid0000-0003-1921-3332
dc.contributor.authorEvcim, Hüseyin
dc.contributor.authorİpek, Ömer Faruk
dc.date.accessioned2021-06-23T19:35:07Z
dc.date.available2021-06-23T19:35:07Z
dc.date.issued2013
dc.departmentBAİBÜ, Yabancı Diller Yüksekokulu, Mütercim-Tercümanlık Bölümüen_US
dc.descriptionAkdeniz Language Studies Conference -- MAY 09-12, 2012 -- Antalya, TURKEYen_US
dc.description.abstractThe 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 2012en_US
dc.description.sponsorshipAkdeniz Univen_US
dc.identifier.doi10.1016/j.sbspro.2013.01.236
dc.identifier.endpage1659en_US
dc.identifier.issn1877-0428
dc.identifier.startpage1651en_US
dc.identifier.urihttps://doi.org/10.1016/j.sbspro.2013.01.236
dc.identifier.urihttps://hdl.handle.net/20.500.12491/7716
dc.identifier.volume70en_US
dc.identifier.wosWOS:000317217200206en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.institutionauthorEvcim, Hüseyin
dc.institutionauthorİpek, Ömer Faruk
dc.language.isoenen_US
dc.publisherElsevier Science Bven_US
dc.relation.ispartofAkdeniz Language Studies Conferenceen_US
dc.relation.ispartofseriesProcedia Social and Behavioral Sciences
dc.relation.publicationcategoryKonferans Öğesi - Uluslararası - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectCooperative Learningen_US
dc.subjectJigsaw IIen_US
dc.subjectAcademic Achievementen_US
dc.subjectEnglish Prep Classesen_US
dc.titleEffects of jigsaw II on academic achievement in English prep classesen_US
dc.typeConference Objecten_US

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