Arab World English Journal (AWEJ) Volume 11. Number4  December 2020                                          Pp. 519-533
DOI: https://dx.doi.org/10.24093/awej/vol11no4.33

Full Paper PDF

 

The Effect of Using a Self-Regulated Jigsaw Task on Female Students’ Performance in the
Course of Curriculum Reading in English at Umm Al-Qura University in Saudi Arabia
 

 

Nurah Alfares
Department of Curriculum and Instruction
College of Education
Umm Al-Qura University, Makkah, Saudi Arabia

 

 

 

Abstract:
This study aimed to answer the questions related to the effect of using self-regulated jigsaw task as a technique to improve the students’ performance in the course of curriculum reading in English, and to find out the learners’ perceptions of using jigsaw task in their learning. This study is important since jigsaw task could help learners to become autonomous learners as well as to promote cooperation between learners. The study sample consisted of 40 (two classes) female students studying the course of curriculum reading in English in the Master’s Program of curriculum and instructions at Umm Al-Qura University. The classes were allocated to the experimental group (n=21 students), which was taught using self-regulated jigsaw task, and the control group (n=19 students), which was taught using traditional tasks. Pre-and post-tests have been conducted to find out the statistical differences. Further, an open-ended questionnaire was given to the participants in the experimental group (n=21 students) to find out more about their perception of using the jigsaw technique in the learning process. Wilcoxon Signed Rank test was used as a statistical procedure to analyze the participants’ scores on the post-test, and the Greenhouse-Geisser test was applied to investigate the differences between groups. The results of the study showed that the difference in performance between students taught using self-regulated jigsaw task and those taught using traditional tasks was statistically significant. Further, the participants in the experimental group perceived that using the jigsaw task had a positive effect on the learning process, enhanced their relations with other learners, and increased their motivation in learning. It is hoped that this study could encourage university instructors to design and implement jigsaw tasks into different courses in higher education.
Keywords: academic achievement, curriculum reading in English, female students, jigsaw task, self-regulated

Cite as:  Alfares, N. (2020). The Effect of Using a Self-Regulated Jigsaw Task on Female Students’ Performance in the Course of Curriculum Reading in English at Umm Al-Qura University in Saudi Arabia. Arab World English Journal11 (4). 519-533.
DOI: https://dx.doi.org/10.24093/awej/vol11no4.33

References

Alderman, M.K. (2004). Motivation for achievement.  Mahwah: Lawrence Erlbaum Associate.

Aronson, E. (2008). Jigsaw classroom. Texas: Austin.

Arslan, A. (2011).The Effect of jigsaw iIV on gains, self efficacy belief and self regulation skill. ZKÜ Journal of Social Sciences, 7(13), 369-385. doi:10.11114/jets.v4i5.1453

Artut, P.D., & Tarim, K. (2007).The effectiveness of jigsaw II on prospective elementary school    teachers. Asian Pacific Journal of Teacher Education, 35(2), 129-141. Doi: 10.1080/13598660701268551

Aydin, A., & Biyikli, F. (2017). The Effect of Jigsaw Technique on the Students’ Laboratory Material Recognition and Usage Skills in General Physics Laboratory-I Course. Universal Journal of Educational Research, 5(7), 1073-1082. https://doi.org/10.13189/ujer.2017.050701

Azmin, N.H. (2016). Effect of the Jigsaw-Based Cooperative Learning Method on Student Performance in the General Certificate of Education Advanced-Level Psychology: An Exploratory Brunei Case Study. International Education Studies, 9(1), 91-106. https://doi.org/10.5539/ies.v9n1p91

Badawi, G.H. (2008). The effect of jigsaw II versus whole class instruction on EFL students’ reading motivation and achievement. (Unpublished Master’s Thesis). American University of Beirut, Lebanon.

Barnard-Brak, L., Lan, W., & Paton, V. (2010). Profiles in Self-Regulated Learning in the Online Learning Environment. International Review of Research in Open and Distance Learning. 11(1), 62-80. 10.19173/irrodl.v11i1.769.

Baroody, A. J., Clements, D. H., & Sarama, J. (2019). Teaching and learning mathematics in early childhood programs. In C. Brown, M. B. McMullen & N. File (eds.), Handbook of Early Childhood Care and Education (pp. 329-353). Hoboken, NJ: Wiley Blackwell Publishing. https://doi.org/10.1002/9781119148104.ch15

Bartolucci, F., Bacci, S., Gnaldi, M., & Ebooks Corporation. (2016). Statistical analysis of questionnaires a unified approach based on R and Stata. CRC Press, Taylor & Francos Group.

Berger, R., & Hänze, M. (2015).Impact of expert teaching quality on novice academic performance in the jigsaw cooperative learning method. International Journal of Science Education, 37(2), 294-320. https://doi.org/10.1080/09500693.2014.985757

Doymus, K. (2008). Teaching chemical bonding through jigsaw cooperative learning. Research in Science & Technological Education, 26(1), 47-57.

Eker, C. (2014). The effect of teaching practice conducted by using metacognition strategies on students’ reading comprehension skills. International Online Journal of Educational Sciences, 6(2), 269-280. https://doi.org/10.15345/iojes.2014.02.002

Evcim, H., & İpek, Ö. F. (2013). Effects of jigsaw II on academic achievement in English prep classes. Procedia- Social and Behavioral Sciences, 70(1), 1651-1659. https://doi.org/10.1016/j.sbspro.2013.01.236

Field, A. (2016). Discovering statistics using IBM SPSS statistics. Thousand Oaks, CA: Sage Publications.

Gömleksiz, M. N. (2007). Effectiveness of cooperative learning (jigsaw II) method in teaching English as a foreign language to engineering students (Case of Firat University, Turkey). European journal of engineering education, 32(5), 613-625. https://doi.org/10.1080/03043790701433343

Gull, F., & Shehzad, S. (2015). Effects of cooperative learning on students’ academic achievement. Journal of education and learning (EduLearn), 9(3), 246-255. https://doi.org/10.11591/edulearn.v9i3.2071

Hamadneh, Q. M. S. (2017). The Effect of Using Jigsaw Strategy in Teaching Science on the Acquisition of Scientific Concepts among the Fourth Graders of Bani Kinana Directorate of Education. Journal of Education and Practice, 8(5), 127-134.

Jacob, G. (1998). Cooperative Learning Techniques in Reading Instruction, (ERIC Document  Reproduction Service No. ED 432739).

Judd, C. M., McClelland, G. H., & Ryan, C. S. (2008). Data Analysis: A Model Comparison Approach. New York, NY : Routledge.

Kent, R. A. (2015). Analysing Quantitative Data: Variable-based and Case-based Approaches to Non-experimental Datasets. London: SAGE Publications Ltd.

Mari, J. S., & Gumel, S. A. (2015). Effects of jigsaw model of cooperative learning on self-efficacy and achievement in chemistry among concrete and formal reasoners in colleges of education in Nigeria.  International Journal of Information and Education Technology,  5(3), 196-199. DOI: 10.7763/IJIET.2015.V5.501

Mengduo, Q., & Xiaoling, J. (2010). Jigsaw Strategy as a Cooperative Learning Technique: Focusing on the Language Learners. Chinese Journal of Applied Linguistics (Foreign Language Teaching & Research Press), 33(4), 113-125.

Millis, B. J., & Cottell, P. G. (1998). Cooperative Learning for Higher Education Faculty. Phoenix, AZ: Oryx Press.

Montalvo, F. & Torres, M. (2004). Self-regulated learning: Current and future directions. Electronic Journal of Research in Educational Psychology, 2(1), 1-34. Retrieved from http://www.sfu.ca/~sbratt/SRL/Self%20regulated%20learning%20current%20and%20future%20directi ons.pdf

Oakshott, L. (2012). Essential quantitative methods for business, management and finance. Basingstoke: Palgrave Macmillan.

O’Dwyer, L. M., & Bernauer, J. A. (2013). Quantitative research for the qualitative researcher.  California: SAGE publications.

Olukayode, A. S., & Salako, E. T. (2014). Effect of Jigsaw Technique and Gender on Students’ Attitude to Ethnic Integration and Sustainable Development in Nigeria. World Journal of Education, 4(3), 46-52. DOI: https://doi.org/10.5430/wje.v4n3p46

Rolheiser, C., & Stevahn, L. (1998). The Role of Staff Developer in Promoting Effective Teacher Decision-Making. In C. Brody, & N. Davidson (Eds,), Professional Development for Cooperative Learning (pp.61-78), New York: State University of New York Press.

Şahin, A. (2011).Effects of Jigsaw III technique on achievement in written expression. Asia Pacific Education Review, 12(3), 427-435. DOI: 10.1007/s12564-010-9135-8

Sami Ali, M. F. (2001). The effect of using the jigsaw reading technique on the EFL pre-service teachers’ reading anxiety and comprehension. Journal of Education College, 2, 1-21.

Samuel, I. R. (2018). Effects of Jigsaw IV, Group Investigation and Reversed Jigsaw Cooperative Instructional Strategies on Basic Science Students’ Achievement and Retention. International Journal of Education Research, 6(2), 54-62.

Sudrajat, A., Iasha, V., & Femayati, F. (2019). The Influence of the Use of Cooperative Learning Model Jigsaw & Two Stay Two Stray and the Learning Interest Result on 5th Grade Social Science. ICEAP 2018, 2(2), 28-33. https://doi.org/10.26499/iceap.v2i2.92

Suresh, C., & Reddy, V. D. (2017). Effect of jigsaw cooperative learning strategy in promoting insightful learning of junior intermediate students in mathematics. International Journal of Indian Psychology, 4(86), 69-75.

Tarhan, L., Ayyıldız, Y., Ogunc, A., & Sesen, B. A. (2013). A jigsaw cooperative learning application in elementary science and technology lessons: physical and chemical changes. Research in Science & Technological Education, 31(2), 184-203. https://doi.org/10.1080/02635143.2013.811404

Technik, B.G., & Fidela, L.S. (2012). Using multivariate statistics. (6th ed.) New York: Pearson.

Tewksbury, B., (2000). Designing Effective and Innovative Course in the Geo Sciences. Cambridge: Cambridge University Press.

Thompson, M., Pledger, L. (1998). Cooperative Learning Versus Traditional Lecture Format: A  Preliminary Study. RIC Document Reproduction Service, 1-24.

Warner, R. M. (2012). Applied statistics: From bivariate through multivariate techniques. Thousand Oaks, CA: Sage Publications.

Wywial, J.L. (2015). Sampling designs dependent on sample parameters of auxiliary variables. New York : Springer.

Zimmermann, B.J. (1989). A Social Cognitive View of Self-Regulated Academic Learning. Journal of Educational Psychology, 81 (1), 329-339. DOI: 10.1037/0022-0663.81.3.329

Zimmerman, B. J. (2001). Theories of self-regulated learning and academic achievement: An overview and analysis. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement (pp. 1-37). New York, NY: Lawrence Erlbaum Associates. https://doi.org/10.1007/978-1-4612-3618-4_1

Zimmerman, B. J. (2008). Investigating self –regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45 (1), 166-183.

Share on facebook
Facebook
Share on twitter
Twitter
Share on linkedin
LinkedIn
Share on tumblr
Tumblr
Share on reddit
Reddit
Share on email
Email
Share on stumbleupon
StumbleUpon
Share on digg
Digg
https://dx.doi.org/10.24093/awej/vol11no4.33
Share on facebook
Share on twitter
Share on linkedin
Share on tumblr
Share on digg
Share on email
Share on reddit
Share on stumbleupon
Share on vk

Umm Al-Qura University in Saudi Arabia. She holds a PhD in curriculum and Instructions from
University of Glasgow, UK. Dr. Alfares published research papers on teaching and learning the
English language in international journals . ORCID: https://orcid.org/0000-0002-7728-5812