The Effect Of Jigsaw-Integrated Problem Based Learning Method On Students’ Motivation Towards Science Learning, Social Skills And Attitude Towards School

Emre YILDIZ, Ümit ŞİMŞEK, Feyza YÜKSEL

Abstract


The purpose of this research is to find out the effect of teaching “Heredity” subject, which is covered in the 8th grade science course, through the Jigsaw-integrated problem based learning method on students’ motivation towards science, social skills and attitude towards school. Pretest-posttest comparison group quasi-experimental design was used. The sample of this study consists of a total of 41 students from two 8th grade sections of a middle school in Tokat’s central districts in the 2015-2016 academic period. The data were collected via the Students’ Motivation toward Science Learning Questionnaire, Social Skills Scale and Attitude towards School Scale. It is found that Jigsaw-integrated problem based learning students are seen to have significantly higher motivation toward science and social skills. But there is not a statistically significant difference between students’ attitudes toward school.


Keywords


Jigsaw, problem based learning,cooperative learning, motivation toward science learning, social skills, attitude toward school, heredity

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References


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