The Effect of Using Jigsaw Technique on Academic Achievement, Self Regulated Learning Skills, Attitudes Toward the Lesson and Retention in 7th Grade Turkish Lesson

Abstract

The aim of this study was to investigate the effect of using Jigsaw technique on students’ academic achievement, self regulated learning skills, attitudes toward the lesson and retention in 7th grade Turkish lesson. The study was implemented in 2016-2017 academic year with 36 students in a public school in Aydın. The study administered through a pre test-post test control group quasi
experimental design. A researcher made achievement test was developed. Besides, the scales of the perceived self regulated learning skills and attitudes toward the lesson were benefited to collect data. In order to understand the retention, achievement test, self regulated learning skills and attitudes toward the lesson scales were administered after six weeks of the instruction. All data were subjected to refine through paired samples t-test, independent samples t-test, ANOVA and Wilcoxon Signed Ranks (z) test . The results indicated that there was statistically significant differences between the experimental and control groups on all measures in favor of the experimental group. It was concluded that the Jigsaw technique is quite effective on the academic achievement, attitude, self regulation skills of the students and retention.