Effect of Jigsaw Method on Students' Chemistry Laboratory Achievement
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Tarih
2016
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Kamla-Raj Enterprises
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
This paper analyzed the effect of jigsaw method on prospective elementary science teachers' chemistry laboratory achievement. The sample consisted of (n= 63) students who were studying at elementary science education program. Students were divided into two groups using the true experimental design. Universe of the research of the research consists of all the students studying at the same program. A pre-test whose reliability score was 0.689 and a post-test whose reliability is 0.720 were given to students to assess students' academic and whose reliability score was 0.720 were given to students to assess students' academic and experimental knowledge. Students in the groups took two quizzes each week, one before the experiment and another after the experiment. The research was completed in seven weeks. Data analysis was carried out through independent samples t-test analysis. Further analyses were carried out to investigate gender factor in the paper. Research revealed that jigsaw method increases students' academic achievement. The research also revealed that gender has no effect on academic achievement.
Açıklama
Anahtar Kelimeler
Assessment, Chemistry, Instruction, Laboratory, Jigsaw
Kaynak
International Journal of Educational Sciences
WoS Q Değeri
N/A
Scopus Q Değeri
Cilt
15
Sayı
3
