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

Abed, Adil Zamil; Sameer, Sameer Abed; Kasim, Munadhil Adil; Othman, Ahamad Tajuddin

doi:10.29333/iejme/5940

Cited by 18 publications

(15 citation statements)

References 14 publications

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“…The Jigsaw co-operative learning strategy is one type of co-operative learning strategy. According to Abed, Sameer, Kasim, and Othman (2019), Jigsaw co-operative learning strategy is defined as a small group learning strategy in which each member striving to be an 'expert' on any one given learning activity for their common goal success in the absence of competition. This Jigsaw method in the context of the current study was applied in the mathematics laboratory by forming Jigsaw group consisting of 4 or 5 learners which seems to be convenient in each laboratory class learning environment.…”

Section: Jigsaw Co-operative Methods Combined With Geogebra As Learninmentioning

confidence: 99%

“…This implies the role of Jigsaw II method in learners' physics concept learning was paramount. Abed et al (2019) examined the effect of the predictive power of Jigsaw strategy on low proficient students' proficiency in mathematics and on their achievement of grade-two students enrolled in 2017-2018. The sample size was 80 in both the experimental and comparison groups.…”

Section: Jigsaw Co-operative Learning Strategymentioning

confidence: 99%

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Stimulating Content Knowledge Learning of Intermediate Calculus through Active Technology-Based Learning Strategy

Yimer

2020

EURASIA J Math Sci Tech Ed

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The purpose of the study was to explore whether learners' conceptual knowledge (CK) or procedural knowledge (PK) understanding of calculus using the stimulus of active technologybased learning strategy better influence their content knowledge (COK) development. The quantitative methods were used in a quasi-experimental design. CK, PK and COK achievement scores were sources used for data collected from 150 samples. Data analysis employed descriptive statistics conducting an independent samples t-test and a Two-Way ANOVA for repeated measures. The findings reveal that the use of the active learning interventions that heavily borrows and utilizes technology substantially stimulated experimental group (EG) to immensely raise their CK attainment as compared to PK development. The COK understanding was also significantly enhanced as a result of EG learners outperformed on CK. Consequently, the researcher suggests professional development for educators empowering them with such knowledge and skills involved in the active jigsaw cooperative method and GeoGebra learning strategy (JCLGS) that will influence classroom practices. This influence will then translate to learners' interests and positive attitudes towards calculus.

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Section: Jigsaw Co-operative Methods Combined With Geogebra As Learninmentioning

confidence: 99%

Section: Jigsaw Co-operative Learning Strategymentioning

confidence: 99%

Stimulating Content Knowledge Learning of Intermediate Calculus through Active Technology-Based Learning Strategy

Yimer

2020

EURASIA J Math Sci Tech Ed

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“…This type of research includes quantitative research. It highlights that all collected data would go through some calculations before answering the research question in the study (33). In the current study, we have the training together style utilized in executing the cooperative learning strategy style and the traditional training technique for identifying the activity of handball classes.…”

Section: Methodsmentioning

confidence: 99%

Forecasting Achievement Sports through Cooperative Learning in Handball Training in Physical Education

2021

Self Cite

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“…A study has shown that achievement levels are higher for the students taught using Jigsaw collaborative method than the students taught with conventional teaching methods (Suresh and Reddy, 2017). The findings of few research studies have showed that Jigsaw strategy had more positive effect on students' overall mathematics achievement than the control group students (Abed et al, 2019;Yemi et al, 2018). Furthermore, Jigsaw is perceived as teacher-friendly collaborative learning method that can be readily applicable for the task of problem-solving (Ghaith, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

Improving problem-solving skills through technology assisted collaborative learning in a first year engineering mathematics course

Anitha¹,

Kavitha²

2022

ITSE

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Purpose The purpose of this research study is to explore simple collaborative technique for teaching mathematics and thus improving the problem solving skills of the students. Better pedagogic activities are required to motivate the students to perceive mathematics as a subject that stimulates problem-solving skills required for engineers. Design/methodology/approach This paper presents a research study on the application of technology-supported collaborative learning in improving the problem-solving skills of first-year engineering students in a mathematics course. The experiment was conducted in a mathematics course “Engineering Calculus” with 286 first-year engineering students in two groups: experimental group (N = 60) and controlled group (N = 226). The academic performance of the students was measured and analyzed with statistical techniques. Findings From the results obtained, it was found that the academic performance of the experimental group was better than the controlled group. Also, interest shown by the students in the topic that dealt with collaborative learning was more than in other topics taught using conventional teaching methods. Research limitations/implications The teachers are required to find effective pedagogical activities to improve the problem-solving skills in mathematics. The research work proposes a collaborative method in mathematics for attaining higher cognitive level in an entry level engineering course. The limitation of this study lies in group formation techniques and the grading policy which deals only with individual assessment scores. Practical implications Practice of collaborative learning is made easy with simple technology. A clear strategy for the conduct of collaborative learning sessions has been presented. The solutions recommended are practically feasible and does not require any special infrastructure or specific training. Social implications Using technology in mathematics teaching may not be very easy for all teachers. Especially, for an undergraduate engineering fresher, mathematics may not be a very easy task. This work shall bridge the gap with simple technology-assisted collaborative learning. The teachers need not spend too much time and effort in learning technology for mathematics teaching. The effect of this learning is significant in terms of the performance and satisfaction evaluation. Originality/value This work presents a systematic implementation of collaborative learning that shall result in improved problem-solving skills and engaging learning sessions. The statistical analysis methods and the visualization of obtained results shall help in understanding the implications of the presented work. Practice of collaborative learning is made easy with simple technology. The solutions recommended are practically feasible and does not require any special infrastructure or specific training.

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

Cited by 18 publications

References 14 publications

Stimulating Content Knowledge Learning of Intermediate Calculus through Active Technology-Based Learning Strategy

Stimulating Content Knowledge Learning of Intermediate Calculus through Active Technology-Based Learning Strategy

Forecasting Achievement Sports through Cooperative Learning in Handball Training in Physical Education

Improving problem-solving skills through technology assisted collaborative learning in a first year engineering mathematics course

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