Effect of Jigsaw Instructional Method on Pre-Service Teacher Teaching Proficiency Skills and Perceptions toward Working in Small-Groups | ||||
| Journal of Applied Sports Science | ||||
| Article 11, Volume 5, Issue 2, June 2015, Page 108-115 PDF (434.38 K) | ||||
| Document Type: Original Article | ||||
| DOI: 10.21608/jass.2015.84496 | ||||
 View on SCiNiTO | ||||
| Author | ||||
| Ahmed El-Basiony El-Said | ||||
| Faculty of Physical Education for Boys, Helwan University, Cairo, Egypt | ||||
| Abstract | ||||
| The purpose of this study was to determine the effects of Jigsaw cooperative learning on students’ Teaching Proficiency Skills. In addition, this study also determined students’ perception toward working in small-groups concerning Jigsaw cooperative learning. The samples of this study consisted of 60 form third grade students at the faculty of physical education were divided in two groups (Experimental and Control) each consists of 30 students. In order to control the differences of dependent variables, a pre-test was given before treatment. After treatment, a post-test was administered to both groups. Two types of instruments were used to collect the data: the Teaching Proficiency Skills checklist to gather information on student’s performance in PE lesson skills, and what happened in the group’s questionnaire (WHGQ) to gather information on student’s perceptions of how group members worked in their small-group. The pre-test and the post-test data were analyzed using t-test for Teaching Proficiency Skills, A MANOVA was conducted on the student’s responses to the WHGQ to determine if there were differences in the students’ perceptions of how group members worked in their small-groups in the experimental and control groups. Findings of this study show that learners taught using Jigsaw cooperative learning strategy performed better than those taught using Conventional learning methods, and students in the jigsaw cooperative learning groups were more willing to work with others on the assigned tasks and they provided more elaborate help and assistance to each other than their peers in the control group. Furthermore, as the students in the cooperative learning group had more opportunities to work together, they developed a stronger perception of group cohesion and social responsibility for each other’s learning than their peers in the control group. | ||||
| Keywords | ||||
| Teaching; Proficiency; Performance achievement; Jigsaw Cooperative Learning; Self-Confidence; Teaching proficiency | ||||
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