Pub Date : 2022-12-31DOI: 10.18844/cjes.v17i12.8108
Isniatun Munawaroh, Mohammad Ali, A. H. Hernawan
The purpose of this study was to examine the design of a digital competency training program to improve the digital competence of teachers at the elementary school level. This study used a quasi-experimental method with a pretest and posttest design. The participants in this study were elementary school teachers from Yogyakarta. There were 800 teachers involved with the composition of 400 experimental class teachers and 400 control class teachers. This digital literacy program is carried out through several stages, namely the pre-test, intervention, and post-test stages. This digital literacy program lasts for one semester or 6 months with the main objective of improving the digital competence of teachers from three aspects, namely conceptual, procedural, and attitudes towards digital competence of teachers. The results showed that the intervention of this program was able to significantly improve the digital skills of teachers. The increase in digital skills of teachers in the experimental group is marked by increasing digital skills in three aspects, namely conceptual, procedural, and attitudinal digital competencies. The implication of this research is that digital competency training programs can be an alternative for stakeholders in order to improve teacher competencies while improving school quality. Keywords: Digital competence of teachers, digital competence training program, Internet, digital literacy.
{"title":"The effectiveness of the digital competency training program in improving the digital competence of elementary school teachers","authors":"Isniatun Munawaroh, Mohammad Ali, A. H. Hernawan","doi":"10.18844/cjes.v17i12.8108","DOIUrl":"https://doi.org/10.18844/cjes.v17i12.8108","url":null,"abstract":"The purpose of this study was to examine the design of a digital competency training program to improve the digital competence of teachers at the elementary school level. This study used a quasi-experimental method with a pretest and posttest design. The participants in this study were elementary school teachers from Yogyakarta. There were 800 teachers involved with the composition of 400 experimental class teachers and 400 control class teachers. This digital literacy program is carried out through several stages, namely the pre-test, intervention, and post-test stages. This digital literacy program lasts for one semester or 6 months with the main objective of improving the digital competence of teachers from three aspects, namely conceptual, procedural, and attitudes towards digital competence of teachers. The results showed that the intervention of this program was able to significantly improve the digital skills of teachers. The increase in digital skills of teachers in the experimental group is marked by increasing digital skills in three aspects, namely conceptual, procedural, and attitudinal digital competencies. The implication of this research is that digital competency training programs can be an alternative for stakeholders in order to improve teacher competencies while improving school quality.\u0000Keywords: Digital competence of teachers, digital competence training program, Internet, digital literacy.","PeriodicalId":37121,"journal":{"name":"Cypriot Journal of Educational Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43790099","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-31DOI: 10.18844/cjes.v17i12.7875
A. A. Almakahleh
The corona pandemic has affected the world life from different aspects. Education was the most important aspect which was affected.This study investigated the response of 295 Jordanian resource room teachers to the requirements of distance education for students with disabilities during the corona pandemic and its relationship to some demographic variables. The research design was a combination of quantitative and qualitative methods. It included a valid and reliable scale comprised of (37) items divided into four components: planning for the instruction, implementation, evaluation and diagnosis, and the use of information and communication technology i.e. ICT. The results showed that teachers' response to the components; planning for instruction and implementation of the instruction was moderate, however, it was low for the fields of evaluation and ICT employment. Further, the differences in all components were found attributable to the gender variable in favor of females and the school type variable in favor of private schools. This study concluded that the online education affected the way students with disability acquired their skills and education. Keywords: corona; disabilities; distance learning; Jordan; resource room teachers.
{"title":"The degree of response of resource room teachers to the distance learning process during the corona pandemic","authors":"A. A. Almakahleh","doi":"10.18844/cjes.v17i12.7875","DOIUrl":"https://doi.org/10.18844/cjes.v17i12.7875","url":null,"abstract":"The corona pandemic has affected the world life from different aspects. Education was the most important aspect which was affected.This study investigated the response of 295 Jordanian resource room teachers to the requirements of distance education for students with disabilities during the corona pandemic and its relationship to some demographic variables. The research design was a combination of quantitative and qualitative methods. It included a valid and reliable scale comprised of (37) items divided into four components: planning for the instruction, implementation, evaluation and diagnosis, and the use of information and communication technology i.e. ICT. The results showed that teachers' response to the components; planning for instruction and implementation of the instruction was moderate, however, it was low for the fields of evaluation and ICT employment. Further, the differences in all components were found attributable to the gender variable in favor of females and the school type variable in favor of private schools. This study concluded that the online education affected the way students with disability acquired their skills and education.\u0000Keywords: corona; disabilities; distance learning; Jordan; resource room teachers.","PeriodicalId":37121,"journal":{"name":"Cypriot Journal of Educational Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43439930","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-31DOI: 10.18844/cjes.v17i12.8111
Hera Wahdah Humaira, S. Syihabuddin, V. Damaianti, S. Sumiyadi
This study aims to examine the effectiveness of drama-based language teaching on oral language skills, namely the presentation skills of students in college. The research method used is a quasi-experimental method by dividing the participants into two groups. The research participants consisted of 160 students taken from the college level. Participants were divided into two groups with a composition of 80 experimental groups and 80 control groups. The results showed that the presentation skills of the experimental group showed a significant improvement after participating in the drama performance. The improvement in presentation skills occurs in three aspects, namely the structure of the presentation, adaptation to the audience and the quality of the presentation content. So, it can be concluded that this drama-based language teaching can encourage and practice speaking skills in real terms so that it has an impact on students' presentation skills. The implication of this research is that drama can be used as an alternative assignment in order to improve students' presentation skills. Keywords: Oral language skills, presentation skills, language teaching, drama
{"title":"The effectiveness of drama-based language teaching in improving students' oral language skills: Longitudinal studies","authors":"Hera Wahdah Humaira, S. Syihabuddin, V. Damaianti, S. Sumiyadi","doi":"10.18844/cjes.v17i12.8111","DOIUrl":"https://doi.org/10.18844/cjes.v17i12.8111","url":null,"abstract":"This study aims to examine the effectiveness of drama-based language teaching on oral language skills, namely the presentation skills of students in college. The research method used is a quasi-experimental method by dividing the participants into two groups. The research participants consisted of 160 students taken from the college level. Participants were divided into two groups with a composition of 80 experimental groups and 80 control groups. The results showed that the presentation skills of the experimental group showed a significant improvement after participating in the drama performance. The improvement in presentation skills occurs in three aspects, namely the structure of the presentation, adaptation to the audience and the quality of the presentation content. So, it can be concluded that this drama-based language teaching can encourage and practice speaking skills in real terms so that it has an impact on students' presentation skills. The implication of this research is that drama can be used as an alternative assignment in order to improve students' presentation skills.\u0000Keywords: Oral language skills, presentation skills, language teaching, drama","PeriodicalId":37121,"journal":{"name":"Cypriot Journal of Educational Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46817583","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-30DOI: 10.18844/cjes.v17i11.7792
Aini Hayati Pazin Fadzil, S. Maat, M. S. Mahmud
Utilising the Technological Pedagogical Content Knowledge (TPACK) instrument, mathematics teachers were evaluated on their level of TPACK in their creative teaching practices. Using Rasch model analysis, this study aimed to assess the validity and reliability of the TPACK instrument. A 30-item survey with a 5-point Likert scale was given at random to 77 primary school teachers. In order to analyse the data and evaluate the instrument using the Rasch model analysis test, including the item and person separation and reliability index, misfit items, item polarity and unidimensionality, Winsteps 5.2.2.0 software was used. The findings demonstrated a significant Cronbach's Alpha (KR20). In conclusion, this TPACK instrument has high validity and reliability for assessing knowledge in the creative teaching of mathematics teachers. Keywords: Creative teaching, mathematics, Rasch model analysis, teachers.
{"title":"A Rasch model analysis of the TPACK instrument in the creative teaching of primary mathematics teachers","authors":"Aini Hayati Pazin Fadzil, S. Maat, M. S. Mahmud","doi":"10.18844/cjes.v17i11.7792","DOIUrl":"https://doi.org/10.18844/cjes.v17i11.7792","url":null,"abstract":"Utilising the Technological Pedagogical Content Knowledge (TPACK) instrument, mathematics teachers were evaluated on their level of TPACK in their creative teaching practices. Using Rasch model analysis, this study aimed to assess the validity and reliability of the TPACK instrument. A 30-item survey with a 5-point Likert scale was given at random to 77 primary school teachers. In order to analyse the data and evaluate the instrument using the Rasch model analysis test, including the item and person separation and reliability index, misfit items, item polarity and unidimensionality, Winsteps 5.2.2.0 software was used. The findings demonstrated a significant Cronbach's Alpha (KR20). In conclusion, this TPACK instrument has high validity and reliability for assessing knowledge in the creative teaching of mathematics teachers.\u0000Keywords: Creative teaching, mathematics, Rasch model analysis, teachers.","PeriodicalId":37121,"journal":{"name":"Cypriot Journal of Educational Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47906817","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-30DOI: 10.18844/cjes.v17i11.8425
Suryaningsi Suryaningsi, N. Nurlaili, M. Siringoringo, W. Mulawarman
The study aims to investigate the policies carried out by school principals so that learning continues professionally during the COVID-19 pandemic. This research was conducted with a phenomenological approach in a qualitative descriptive type involved 33 teachers as respondents who were interviewed in depth. This study focuses on school readiness, internal and external factors that hinder online learning, and the role of principals in junior high school. The results of this study are as follows: first, the determinants of school readiness in facing online learning in the early days of the COVID-19 pandemic are student readiness, teacher readiness, infrastructure readiness and management readiness. Second, internal and external factors are obstacles for the school, but do not turn a blind eye and try to overcome them. Third, the role of the principal starts from the technology and media used, teacher empowerment, future programmes, training and collaboration with parties outside the school, where the principal's role is to maximise the abilities, including the potential of teachers to remain professional. This research can be piloted at the high school level or elementary school level. Keywords: Policy, principal, online learning, COVID-19 pandemic, technology.
{"title":"How does the principal's policy respond to professional learning during the COVID-19 pandemic?","authors":"Suryaningsi Suryaningsi, N. Nurlaili, M. Siringoringo, W. Mulawarman","doi":"10.18844/cjes.v17i11.8425","DOIUrl":"https://doi.org/10.18844/cjes.v17i11.8425","url":null,"abstract":"The study aims to investigate the policies carried out by school principals so that learning continues professionally during the COVID-19 pandemic. This research was conducted with a phenomenological approach in a qualitative descriptive type involved 33 teachers as respondents who were interviewed in depth. This study focuses on school readiness, internal and external factors that hinder online learning, and the role of principals in junior high school. The results of this study are as follows: first, the determinants of school readiness in facing online learning in the early days of the COVID-19 pandemic are student readiness, teacher readiness, infrastructure readiness and management readiness. Second, internal and external factors are obstacles for the school, but do not turn a blind eye and try to overcome them. Third, the role of the principal starts from the technology and media used, teacher empowerment, future programmes, training and collaboration with parties outside the school, where the principal's role is to maximise the abilities, including the potential of teachers to remain professional. This research can be piloted at the high school level or elementary school level. \u0000Keywords: Policy, principal, online learning, COVID-19 pandemic, technology.","PeriodicalId":37121,"journal":{"name":"Cypriot Journal of Educational Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45574261","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-30DOI: 10.18844/cjes.v17i11.8427
Saddam Rateb Darawsheh
Universities have swiftly transitioned to distance learning during the corona pandemic, and this quick change has had negative impacts on students, including their lack of appropriate communication skills. Naturally, this could negatively impact their ability to communicate effectively in their future careers. The current paper aimed to identify the extent to which female students possessed communication skills during the corona pandemic period from the perspective of 367 faculty members. The researcher used the descriptive analytical survey method. The findings of the study demonstrate those female students possessed a high level of communication skills (negotiation, speaking skills and dialogue) and a medium level of persuasion, influence and listening skills. There were no statistically significant differences at the level (a ≤ 0.05) attributed to the gender variable. Keywords: communication skills, corona pandemic, female students, Possession, university students'
{"title":"Communication skills among university students during the corona pandemic","authors":"Saddam Rateb Darawsheh","doi":"10.18844/cjes.v17i11.8427","DOIUrl":"https://doi.org/10.18844/cjes.v17i11.8427","url":null,"abstract":"Universities have swiftly transitioned to distance learning during the corona pandemic, and this quick change has had negative impacts on students, including their lack of appropriate communication skills. Naturally, this could negatively impact their ability to communicate effectively in their future careers. The current paper aimed to identify the extent to which female students possessed communication skills during the corona pandemic period from the perspective of 367 faculty members. The researcher used the descriptive analytical survey method. The findings of the study demonstrate those female students possessed a high level of communication skills (negotiation, speaking skills and dialogue) and a medium level of persuasion, influence and listening skills. There were no statistically significant differences at the level (a ≤ 0.05) attributed to the gender variable. \u0000Keywords: communication skills, corona pandemic, female students, Possession, university students'","PeriodicalId":37121,"journal":{"name":"Cypriot Journal of Educational Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47089564","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-30DOI: 10.18844/cjes.v17i11.7943
Firas Ahmad Al Taqatqa
The objective of this study is to explore the reading skill development of students with learning difficulties after they were taught in the same conventional way as regular students. Specifically, the study will look at how well the sample of the study (n=24) read after receiving this instruction. For this analysis, a technique known as descriptive quantitative research was used. The authors evaluated the learners' levels of competence both before and after students got the treatment to determine how much progress they had made as a result of the intervention. The results of the study showed that students had various degrees of reading ability before they were taught using the methodology that was put to the test. On the other hand, the vast majority of students are proficient to the point where they are delighted with their results on the post-test. Keywords: Reading Skill, Learning Disability, Scanning. Skimming
{"title":"Assessing the reading skill increase in children with learning disability through scanning and skimming focused approach","authors":"Firas Ahmad Al Taqatqa","doi":"10.18844/cjes.v17i11.7943","DOIUrl":"https://doi.org/10.18844/cjes.v17i11.7943","url":null,"abstract":"The objective of this study is to explore the reading skill development of students with learning difficulties after they were taught in the same conventional way as regular students. Specifically, the study will look at how well the sample of the study (n=24) read after receiving this instruction. For this analysis, a technique known as descriptive quantitative research was used. The authors evaluated the learners' levels of competence both before and after students got the treatment to determine how much progress they had made as a result of the intervention. The results of the study showed that students had various degrees of reading ability before they were taught using the methodology that was put to the test. On the other hand, the vast majority of students are proficient to the point where they are delighted with their results on the post-test.\u0000Keywords: Reading Skill, Learning Disability, Scanning. Skimming","PeriodicalId":37121,"journal":{"name":"Cypriot Journal of Educational Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45735054","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-30DOI: 10.18844/cjes.v17i11.8423
Asre Ali Suleiman Al-Ramamna
The study aimed to reveal the level of mind habits among students majoring in mathematics at Al-Balqa Applied University and its relationship to some variables. The researcher used the descriptive analytical method and developed the habits of mind scale prepared by Al-Qahtani, which consists of 50 items, and applied it to a study sample consisting of 143 male and female students who were randomly selected from different academic levels in the mathematics department at the university. The results of the study showed that the mind habits of students majoring in mathematics at Al-Balqa Applied University was at a moderate positive degree, and there were statistically significant differences in the habits of mind among students majoring in mathematics at Al-Balqa Applied University concerning the gender variable, in favour of females, and there were significant statistical differences concerning the academic level variable, in favour of the master’s students. In addition, in light of the results of the study, the researcher presented a set of recommendations. Keywords: Mind habits, university students, cross-sectional, Jordan
{"title":"The level of mind habits among students majoring in mathematics at Al-Balqa Applied University and its relationship to some variables","authors":"Asre Ali Suleiman Al-Ramamna","doi":"10.18844/cjes.v17i11.8423","DOIUrl":"https://doi.org/10.18844/cjes.v17i11.8423","url":null,"abstract":"The study aimed to reveal the level of mind habits among students majoring in mathematics at Al-Balqa Applied University and its relationship to some variables. The researcher used the descriptive analytical method and developed the habits of mind scale prepared by Al-Qahtani, which consists of 50 items, and applied it to a study sample consisting of 143 male and female students who were randomly selected from different academic levels in the mathematics department at the university. The results of the study showed that the mind habits of students majoring in mathematics at Al-Balqa Applied University was at a moderate positive degree, and there were statistically significant differences in the habits of mind among students majoring in mathematics at Al-Balqa Applied University concerning the gender variable, in favour of females, and there were significant statistical differences concerning the academic level variable, in favour of the master’s students. In addition, in light of the results of the study, the researcher presented a set of recommendations. \u0000Keywords: Mind habits, university students, cross-sectional, Jordan","PeriodicalId":37121,"journal":{"name":"Cypriot Journal of Educational Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47855211","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-30DOI: 10.18844/cjes.v17i11.7572
N. Z. Amarin
The research aims to discuss the future look at the nature of higher education in Jordanian universities in amid the shift to blended learning post-COVID-19. The current research uses survey method and the study population consists of all teaching staff in Jordanian universities. A random sample consisting of 323 subjects is selected. The study shows that Jordanian universities teaching staff have a positive attitude towards implementing blended education. The study also shows that there are reasons behind implementing blended learning. Moreover, the study indicates that Jordanian universities face obstacles upon implementing blended learning. The study recommends that Jordanian universities are required to set up a training program for their teaching staff and provide the infrastructure necessary for implementing blended learning. Keywords: Higher Education; Blended Learning; Attitudes; Reasons; Obstacles.
{"title":"The future of blended learning in Jordanian universities post-Covid 19","authors":"N. Z. Amarin","doi":"10.18844/cjes.v17i11.7572","DOIUrl":"https://doi.org/10.18844/cjes.v17i11.7572","url":null,"abstract":"The research aims to discuss the future look at the nature of higher education in Jordanian universities in amid the shift to blended learning post-COVID-19. The current research uses survey method and the study population consists of all teaching staff in Jordanian universities. A random sample consisting of 323 subjects is selected. The study shows that Jordanian universities teaching staff have a positive attitude towards implementing blended education. The study also shows that there are reasons behind implementing blended learning. Moreover, the study indicates that Jordanian universities face obstacles upon implementing blended learning. The study recommends that Jordanian universities are required to set up a training program for their teaching staff and provide the infrastructure necessary for implementing blended learning.\u0000Keywords: Higher Education; Blended Learning; Attitudes; Reasons; Obstacles.","PeriodicalId":37121,"journal":{"name":"Cypriot Journal of Educational Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47684277","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-30DOI: 10.18844/cjes.v17i11.8448
Israel Kibirige, Moyahabo Jeridah Lehong
The study compared the Jigsaw Method and the Chalk-and-Talk methods of learners’ achievements in grade 12 reaction rates. A quasi-experimental design was used, with two classes of 44 learners, one class of 21 as the experimental group and another with 23 as the control group. Data were collected using Achievements Test for pre-test and post-tests and analysed using percentages, Means, Standard Deviations, t-tests and Analysis of Covariance. The post-test results from EG using Jigsaw Method and the control group using the Chalk-and-Talk show significant differences. Analysis of Covariance shows significant effects between experimental and control groups post-test using pre-test covariate. The experimental group outperformed the control group, and the former had no significant differences in gender achievements, suggesting Jigsaw Method favours both genders. The experimental group learners had minimal misconceptions compared to the control group. Thus, the Jigsaw Method enabled experimental group learners to overcome difficulties and misconceptions. Keywords: : Cooperative learning, conceptual understanding, learners’ achievements
{"title":"A comparative study of the Jigsaw and Chalk-and-Talk Methods on grade 12 learners’ achievements in reaction rates in South Africa","authors":"Israel Kibirige, Moyahabo Jeridah Lehong","doi":"10.18844/cjes.v17i11.8448","DOIUrl":"https://doi.org/10.18844/cjes.v17i11.8448","url":null,"abstract":"The study compared the Jigsaw Method and the Chalk-and-Talk methods of learners’ achievements in grade 12 reaction rates. A quasi-experimental design was used, with two classes of 44 learners, one class of 21 as the experimental group and another with 23 as the control group. Data were collected using Achievements Test for pre-test and post-tests and analysed using percentages, Means, Standard Deviations, t-tests and Analysis of Covariance. The post-test results from EG using Jigsaw Method and the control group using the Chalk-and-Talk show significant differences. Analysis of Covariance shows significant effects between experimental and control groups post-test using pre-test covariate. The experimental group outperformed the control group, and the former had no significant differences in gender achievements, suggesting Jigsaw Method favours both genders. The experimental group learners had minimal misconceptions compared to the control group. Thus, the Jigsaw Method enabled experimental group learners to overcome difficulties and misconceptions. \u0000Keywords: : Cooperative learning, conceptual understanding, learners’ achievements","PeriodicalId":37121,"journal":{"name":"Cypriot Journal of Educational Sciences","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45607001","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：