Effect of Jigsaw I Technique on Achievement in Written Expression Skill

By Maden, Sedat | Kuram ve Uygulamada Egitim Bilimleri, Spring 2011 | Go to article overview

Effect of Jigsaw I Technique on Achievement in Written Expression Skill


Maden, Sedat, Kuram ve Uygulamada Egitim Bilimleri


Abstract

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.

This study aims to determine effects of the Jigsaw I technique and traditional teaching method on academic success in the subject of written expression and to learn the views of the students about this method, who were included in the group on which the Jigsaw I technique was applied.

According to these objectives, answers were sought for the following research questions in the study:

1- Is there a significant difference between the scores of pre-test and post-test, which measure academic success in the skills of written expression as well as stability test of the students included in the test group on which the jigsaw I technique was applied and the students of the control group on which traditional method was applied?

2- What are the views of the students about this method, who were included in the group on which the Jigsaw I technique was applied, about this method?

Written expression is defined as a complex behavior that involves many interrelated skills, including grammar, punctuation, handwriting, spelling, creativity, and expressiveness (Shapiro, 1996) as well as specific written expression components, such as mechanics, production, conventions, linguistics, and cognition (Bradley-Johnson & Lesiak, 1989). Writing is a powerful instrument of thought. In the act of composing, writers (learner) learn about themselves and their world and communicate their insights to others. Writing confers the power to grow personally and to affect change in the world (National Council of Teachers of English, 1979).

Writing or written expression is an essential tool for that the individuals get success in the school and find the job (Bradley-Johnson & Lesiak, 1989; Bryson, 2003; Cavkaytar, 2010; Demirtas, 1989; Temur, 2001).

Cooperative learning may be characterized as a learning approach in which students build small mixed groups in classroom and other environments to assist each other in learning a certain academic subject according to a common objective in which the individuals' self-confidence is encouraged and their communication and interaction are developed in which problem-solving and thinking capacity are enhanced and in which students participate in learning process actively and teach something each other (Bolling, 1994; Bowen, 2000; Carol, 1988; Coppola & Lawton, 1995; Eilks, 2005; Gardener & Korth, 1996; Gillies, 2006; Hall & Paolucci, 1972; Hennessy & Evans, 2006; Imel, 1989; Kerka, 1990; Levine, 2001; Lin, 2006; Parker, 1985; Prichard, Bizo & Stratford, 2006; Prince, 2004; Slavin, 1991; Simsek, 2007).

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