Jigsaw Entegre Edilmiş Probleme Dayalı Öğretim Yönteminin Farklı Değişkenler Açısından İncelenmesi

Abstract

The purpose of this research is to find out the effect of teaching “Heredity” subject, which is covered in the 8th grade science course, through the Jigsaw-integrated problem based learning method on students’ academic achievement, science learning anxiety, and retention of knowledge. The sample of this study consists of a total of 40 students from two 8th grade sections of a middle school in Tokat’s central districts in the 2015-2016 academic period. One of these sections was set as the experimental group in which the Jigsaw-integrated problem based learning method would be carried out (n=20) while the other section was set as the control group in which program based learning would be conducted (n=20). The sections were randomly appointed as the experimental group and the control group. Pretest-posttest control group quasi-experimental design, which is an experimental research model, was used. The data were collected via the Prior Knowledge Test, Academic Achievement Test, and Sciences Learning Anxiety Scale. The data were analyzed via independent groups t-test. No significant difference was found between the students’ prior knowledge levels. The Jigsaw-integrated problem based learning students were seen to have significantly higher academic achievement and lower science learning anxiety in comparison to the program based learning students. In addition no significant difference was found between the students’ retention of knowledge.