THE JIGSAW TECHNIQUE IN LOWER SECONDARY PHYSICS EDUCATION: STUDENTS’ ACHIEVEMENT, METACOGNITION AND MOTIVATION

TitleTHE JIGSAW TECHNIQUE IN LOWER SECONDARY PHYSICS EDUCATION: STUDENTS’ ACHIEVEMENT, METACOGNITION AND MOTIVATION
Publication TypeJournal Article
Year of Publication2022
AuthorsBlajvaz, BK, Ivana Z. Bogdanović, Jovanović, TS, Stanisavljević, JD, Milica V. Pavkov-Hrvojević
JournalJournal of Baltic Science Education
Volume21
Issue4
Start Page545-557
PaginationContinuous
Date PublishedAugust/2022
Type of ArticleOriginal article
ISSN1648-3898
Other NumbersE-ISSN 2538-7138
KeywordsCooperative learning, metacognitive awareness, parallel group design, physics education
Abstract

Physics teaching should facilitate students to acquire knowledge, increase metacognitive awareness and motivation for learning physics. The implementation of cooperative learning could be useful for improving teaching. The aim of this research was to examine the effect of cooperative learning (specifically the jigsaw technique) on students’ achievement in physics, metacognitive awareness, and motivation. An experiment with parallel groups (experimental and control) was carried out with 92 seventh-grade students (in lower secondary education). Jigsaw technique was implemented in the experimental group, while the control group was taught using teacher-directed teaching method. Students’ physics achievement, metacognitive awareness and motivation were measured using knowledge tests and questionnaires (before and after the experiment). Statistical analysis included calculations of Cronbach's Alpha coefficient, performance of the Shapiro-Wilk test, Mann-Whitney U test and the Wilcoxon Signed Ranks Test. The research results showed that the implementation of jigsaw technique in physics classes significantly improved students’ physics achievement, metacognitive awareness, and motivation. Therefore, it can be suggested that this technique is beneficial in lower secondary physics education, and it can be recommended to implement the jigsaw technique in everyday school practice.

URLhttps://oaji.net/articles/2022/987-1662186576.pdf
DOI10.33225/jbse/22.21.545
Refereed DesignationRefereed
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