Research article | Open Access
International Journal of Educational Researchers 2013, Vol. 4(2) 30-37
The Effect Of Jigsaw-I Cooperative Learning Technique On Students’ Understanding About Basic Organic Chemistry Concepts
pp. 30 - 37
Publish Date: July 01, 2013 | Single/Total View: 1.480/1.984 | Single/Total Download: 1.747/3.341
Abstract
The purpose of this study was to investigate effect of Jigsaw-1 Cooperative Learning technique on students' understanding and alternative conceptions concerning basic organic chemistry concepts. The study was conducted with a total of 52 9th grade students in a high school in Trabzon. The study used quasi-experimental design (an experimental group and a control group). While experimental group students performed activities based on Jigsaw 1 technique, control group students were taught with traditional approach. The treatment lasted for three lesson hours in both groups. An Organic Chemistry Achievement Test involving 5 open-ended questions was used to collect data. The data obtained from pre- and post-tests of both groups was compared with the independent t-test. The post-test results showed that there was a significant difference between groups in favor of the experimental group. In other words, the experimental group students taught with Jigsaw I technique performed better in the post-test than the control group.
Keywords: -
APA 7th edition
CAGATAY, G., & DEMIRCIOGLU, G. (2013). The Effect Of Jigsaw-I Cooperative Learning Technique On Students’ Understanding About Basic Organic Chemistry Concepts. International Journal of Educational Researchers, 4(2), 30-37.
Harvard
CAGATAY, G. and DEMIRCIOGLU, G. (2013). The Effect Of Jigsaw-I Cooperative Learning Technique On Students’ Understanding About Basic Organic Chemistry Concepts. International Journal of Educational Researchers, 4(2), pp. 30-37.
Chicago 16th edition
CAGATAY, Gulsen and Gokhan DEMIRCIOGLU (2013). "The Effect Of Jigsaw-I Cooperative Learning Technique On Students’ Understanding About Basic Organic Chemistry Concepts". International Journal of Educational Researchers 4 (2):30-37.
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