The objective of the present study is to investigate the effect of Jigsaw I instruction technique on verbal and writing skills of students. In the study, pretest posttest quasi-experimental design was used. Study groups of the study included 50 students...
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The objective of the present study is to investigate the effect of Jigsaw I instruction technique on verbal and writing skills of students. In the study, pretest posttest quasi-experimental design was used. Study groups of the study included 50 students attending the 7th grade in a state middle school in Van province İpekyolu Township in Turkey during 2015 – 2016 academic year. The test group was assigned with random selection and included 24 students, while 26 students were assigned to the control group. Empirical applications demonstrated that Jigsaw I technique was statistically more successful in improving Turkish verbal skills of the students when compared to the activities conducted based on Turkish Curriculum (p: .001 ˂ 0.05; t: 3.427). Similarly, Jigsaw I technique was statistically more successful in improving Turkish writing skills of the students when compared to the activities conducted based on Turkish Curriculum (p: .000 ˂ 0.05; t: 4.790).
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