The impact of Jigsaw and STAD on social studies pre-service teachers' academic achievement
Citation
Baydar, A , Şi̇mşek, U . (2018). The impact of Jigsaw and STAD on social studies pre-service teachers' academic achievement . Studies in Educational Research and Development , 2 (1) , 32-46 . Retrieved from http://serd.artvin.edu.tr/tr/pub/issue/38027/408813Abstract
The aim of this study is to compare two cooperative learning methods, jigsaw and
student teams achievement divisions (STAD), in terms of their effects on social studies
pre-service teachers’ academic achievement. The study group of the research consisted
of 40 students who aTended teaching principles and methods course at Artvin Çoruh
University College of Education Department of Social Science Education. Data was
collected during 12 weeks implementation and with Academic Success Test (AST) which
was developed by the researcher and was analyzed with independent samples t-test and
one way analysis of variance (ANOVA). The findings of the research show that STAD is
more effective than jigsaw on social studies pre-service teachers’ academic achievement.
Research also includes the recommendations for future applications.