The impact of Jigsaw and STAD on social studies pre-service teachers' academic achievement

Aşkın Baydar; Ufuk Şimşek

EN

The impact of Jigsaw and STAD on social studies pre-service teachers' academic achievement

Abstract

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 attended 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.

Keywords

Cooperative learning,jigsaw,STAD,academic achievement,teacher education

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Details

Primary Language

English

Subjects

Studies on Education

Journal Section

Research Article

Authors

Aşkın Baydar ^*
Türkiye

Ufuk Şimşek
Türkiye

Publication Date

June 29, 2018

Submission Date

March 22, 2018

Acceptance Date

May 18, 2018

Published in Issue

Year 2018 Volume: 2 Number: 1

IZ

https://izlik.org/JA43UH28NM

Cite

RIS / Bibtex

APA

Baydar, A., & Şimşek, 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. https://izlik.org/JA43UH28NM

AMA

1.Baydar A, Şimşek U. The impact of Jigsaw and STAD on social studies pre-service teachers’ academic achievement. SERD. 2018;2(1):32-46. https://izlik.org/JA43UH28NM

Chicago

Baydar, Aşkın, and Ufuk Şimşek. 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. https://izlik.org/JA43UH28NM.

EndNote

Baydar A, Şimşek U (June 1, 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.

IEEE

[1]A. Baydar and U. Şimşek, “The impact of Jigsaw and STAD on social studies pre-service teachers’ academic achievement”, SERD, vol. 2, no. 1, pp. 32–46, June 2018, [Online]. Available: https://izlik.org/JA43UH28NM

ISNAD

Baydar, Aşkın - Şimşek, Ufuk. “The Impact of Jigsaw and STAD on Social Studies Pre-Service Teachers’ Academic Achievement”. Studies in Educational Research and Development 2/1 (June 1, 2018): 32-46. https://izlik.org/JA43UH28NM.

JAMA

1.Baydar A, Şimşek U. The impact of Jigsaw and STAD on social studies pre-service teachers’ academic achievement. SERD. 2018;2:32–46.

MLA

Baydar, Aşkın, and Ufuk Şimşek. “The Impact of Jigsaw and STAD on Social Studies Pre-Service Teachers’ Academic Achievement”. Studies in Educational Research and Development, vol. 2, no. 1, June 2018, pp. 32-46, https://izlik.org/JA43UH28NM.

Vancouver

1.Aşkın Baydar, Ufuk Şimşek. The impact of Jigsaw and STAD on social studies pre-service teachers’ academic achievement. SERD [Internet]. 2018 Jun. 1;2(1):32-46. Available from: https://izlik.org/JA43UH28NM