The effect of the Jigsaw strategy on the skillful thinking of second-grade intermediate students

Abstract

The aim of this research is to study the effect of Jigsaw strategy on the skillful thinking of second-grade intermediate students in science. Where the researcher formulated the hypothesis of the study as follows: “There are no statistically significant differences at the level of (0.05) between the average scores of the experimental group of students studying the science subject according to the strategy (Jigsaw in smart thinking) and the average scores of the control group of students studying the same subject according to The traditional method for their educational attainment.”The research was conducted at a school in Taglob in Ninawah, and included 59 students in two groups: the first was a control group, and the second was an experimental one. The first was 29 students, and the second 30 male students, in order to find out the effect of the Jigsaw strategy on the students' smart thinking, the researcher conducted the pre-post test. The validity of the tool was confirmed by presenting it to specialized arbitrators, and it was with a reliability factor (86). As for the coefficient of stability for subtle thinking, it reached (81), and as the results showed the superiority of the teaching method based on the Jigsaw strategy in skillful thinking surpassed the traditional method of teaching in the achievement test for the science subject of the second intermediate grade, and the researcher presented a number of conclusions, recommendations and proposals