The effect of jigsaw technique on 6th graders' learning of force and motion unit and their science attitudes and motivation

The findings of the study show that the academic success of the students in the experimental group who were taught the lesson through the jigsaw technique in terms of force and motion has been higher in comparison to the academic success of the students who were taught the lesson through the traditional method. This shows that the jigsaw technique facilitates the students’ understanding of the subject and increases their learning. Similarly, Tarhan and Şeşen (2012) who analyzed the effect of the jigsaw technique on students’ learning of another science subject (acid and base theories) have shown that this application increases students’ learning. Maftei and Maftei (2012) state that the jigsaw technique facilitates the understanding of atomic physics. Lopez and Gross (2008) have shown that the jigsaw technique facilitates the understanding of the subject of space weather in their study. Tanel and Erol (2008) have shown that the jigsaw technique has increased students’ academic success in terms of learning about magnetism.

Although a statistically significant difference has not been observed between the pre-test and post-test scores of motivation scale of the students in the experimental group, when the post-test scores of the motivation scale of the experimental and control group students were compared, it has been seen that the motivation of the experimental group students was higher after the application. In this case, it can be stated that the jigsaw technique has some effect although of small scale on the motivation of the students in comparison to the traditional type of lecturing in lessons. When the difference in the experimental group and students’ attitude scores was analyzed, while a significant difference has not been observed between the groups in terms of their post-test attitude scores, it has been seen that there has been an increase as a result of the application on the attitudes of the students in the experimental group. This shows that the applied method has positive effects on attitude as well as motivation. Similarly Tarhan and Sesen (2012) investigated the effectiveness of the jigsaw method on students' learning and attitudes. The results displayed that students developed more positive attitudes and improved their interpersonal skills. Studies in literature show that students in general like the jigsaw technique and develop more positive attitudes towards lessons in which this technique is applied. For example, Eilks (2005) used the jigsaw method to teach atomic structure and analyzed the students' opinions related to the jigsaw method. The results of the study displayed that students liked the lesson and had positive attitudes towards the learning environment. Similarly, Oludipe and Awokoy (2010) investigated the influence of the jigsaw technique on secondary school students’ anxiety about learning chemistry. The results displayed that the jigsaw method reduced students' anxiety. Additionally, Hanze and Berger (2007) compared the jigsaw classroom method of cooperative instruction with the traditional direct instruction in physics class. The results of the study displayed that there were differences in students' intrinsic motivation and cognitive activation in favor of the jigsaw group.

The findings of this study and the findings of the aforementioned studies show that the jigsaw technique has positive contributions on students’ attitude towards the lesson and their motivation. The answers given to the jigsaw technique view form given to the students in the experimental group also verify this result. 23 students out of 25 have replied yes to the question “Was the Force and Motion unit you have implemented with the jigsaw technique permanent?” and 2 have replied no.

A majority of the students who have answered the question saying yes think that group work increases the permanency of the lesson and sharing information with their friends makes the subject more permanent. They express that they better understood the subject due to their friends in their group. One of the students stated that working with group friends was effective in terms of the permanency of the subject and expressed the reason why the related unit subjects are permanent as follows: “Everyone worked individually with the others. Then the same numbers came back together. After that, we went back to our groups. We discussed our subjects. The jigsaw technique was nice.” Some students who argued that the jigsaw technique is permanent stated that the technique is fun and thus the lesson became more permanent.

All of the students replied yes to the question “In your opinion, should the jigsaw technique application be regularly used in science lessons?” Some examples from the students’ replies are as follows:

“We learn more things in a better way during science lessons and give back more information.”

“It allows us to learn our science lesson better and participate more efficiently in it.”

“The lesson is fun now and everyone can state their ideas in the group.”

All of the students replied yes to the question “Do you think the jigsaw technique should be used in other branch classes? Why?” The reasons stated by the students are as follows:

Working more efficiently with group friends
Students think that the Jigsaw technique is more efficient in terms of students’ understanding the lesson
The technique makes exchange of information with friends more efficient
Their grades’ being higher now
The technique has increased their interest in the lesson and their work with friends have become more efficient
It allowed everyone to participate more freely in the lesson
It developed the habit of studying for the lesson
Students who were more knowledgeable on the subject were able to share their knowledge with other friends
Working as a group being efficient
They think that they understand the lesson better
The students’ sharing their knowledge with one another being efficient.

All of the students replied positively to the question “My interest towards science lesson as a result of the jigsaw technique application has:”

All of the students to the question “Do you think the jigsaw technique has increased your level of success?” expressed that the jigsaw technique application has increased their level of success. As a reason, they have shown their higher grades, increase in their habit of studying, learning new things, working together as a group and everyone’s participation in the lesson.

While 21 students stated they have not faced any problems to the question “What were the problems you faced while applying the jigsaw technique?”, 4 students stated that they faced problems such as some students not listening to their group friends and some friends in their group not being able to explain the subject very well.

The quantitative findings of the study have been supported by the qualitative findings. The students have assumed learning responsibility not only for themselves, but for their group members as well. The students have learned the subjects by doing research for these themselves. Constructive approach support cooperation between students. However, cooperation is mostly perceived as sharing of work and students on a given task only carry out what they need to do. Whereas in cooperation, students act with the awareness of belonging to a group. In teaching environments, the only aim is not to develop students’ academic skills and learning, but to prepare students for life and equipping them with skills to help them solve everyday problems as important as academic objectives. Therefore, students need to reach the efficiency to perform group work and develop their sense of responsibility. The jigsaw technique is a method which can easily be used to reach these objectives.