Effect of Jigsaw Method on 8th-grade math’s Student’s Academic Achievement in Algebra
Abstract
The researcher investigated the Effect of the Jigsaw Method on 8th-graders' Academic Achievement in Mathematics in comparison with the Traditional Method in this study. This study aimed to examine the effect of the Jigsaw method on 8th-grades students' learning algebra using a quasi-experimental research design consisting of pre-test and post-test with a control group and an experimental group. The researcher randomly picked out of 423 schools of District Islamabad, two Government schools, one being IMCB Nilore Islamabad where the researcher personally took a hands-on approach teaching 41 students in the experimental group and the other being a government institution with 41 students as control group. Second was IMSB Sihala Islamabad where 42 students were kept as control group who were taught with traditional methods by a voluntary teacher. An MCQ-based exam was used to gauge pupils' mathematics proficiency. There were 30 algebra problems on the test. The duration of the experiment was eight weeks. Experts ensured the content validity of the test by using an independent t-test was used to analyse the test scores. The Shapiro-Wilk test of normality and Q-Q plot were used to determine the normalcy of data and it was found that the data were normal at the outset. The results indicated that the use of Jigsaw method significantly improved all dimensions of the academic achievement of the students. However, a significant difference was found in the Jigsaw method compared to the traditional method in all aspects.
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