Syrian Refugee Teachers' Perceptions of STAD and Jigsaw Models in Classrooms of Underprivileged Learners in Lebanon

Abstract

This chapter reports the findings of a study to investigate which cooperative learning (CL) model, Student Teams Achievement Divisions (STAD) or Jigsaw II is more effective in improving the perceptions of 125 Syrian refugee teachers of their teaching experience with Syrian refugee learners. Another purpose was to report the advantages and disadvantages of implementing STAD and Jigsaw II models in grade 7–12 Arabic and English classrooms, including only Syrian refugee learners. The study employed a mixed-methods design. The study's participants were a group of 125 teachers who were enrolled in five teaching certificate programs offered at an American university and trained in the use of STAD and Jigsaw II. Qualitative data were also collected using needs analysis reflection logs given at the beginning of the program before training and reflection logs after implementing STAD and Jigsaw II in Arabic and English classrooms. Results showed that teachers' overall perceptions of using STAD and Jigsaw II were positive though few gave negative perceptions pertinent to obstacles faced during implementation. Furthermore, most participants showed more positive perceptions of using STAD than Jigsaw II.