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An analysis of the implementation an...

Jack, Leticha Marie.

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An analysis of the implementation and the effect of jigsaw and think-pair-share cooperative learning strategies on ninth grade students' achievement in Algebra I.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	An analysis of the implementation and the effect of jigsaw and think-pair-share cooperative learning strategies on ninth grade students' achievement in Algebra I./
作者:	Jack, Leticha Marie.
面頁冊數:	129 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
Contained By:	Dissertation Abstracts International76-09A(E).
標題:	Mathematics education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3689597
ISBN:	9781321690996

An analysis of the implementation and the effect of jigsaw and think-pair-share cooperative learning strategies on ninth grade students' achievement in Algebra I.
Jack, Leticha Marie.

An analysis of the implementation and the effect of jigsaw and think-pair-share cooperative learning strategies on ninth grade students' achievement in Algebra I. - 129 p.

Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.

Thesis (Ph.D.)--Southern University and Agricultural and Mechanical College, 2015.

The purpose of this study is to investigate the effectiveness of the think-pair-share cooperative learning strategy and the jigsaw cooperative learning strategy in improving ninth-grade students' achievement in Algebra I. Cooperative learning theory is one of the most effective theories that is applied in Algebra I classrooms. Cooperative learning gives students the opportunity to work in mixed-ability groups to help each other learn. In addition, students in cooperative learning groups work together to achieve a common goal.

ISBN: 9781321690996Subjects--Topical Terms:

641129
Mathematics education.

An analysis of the implementation and the effect of jigsaw and think-pair-share cooperative learning strategies on ninth grade students' achievement in Algebra I.
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245 1 3 $a An analysis of the implementation and the effect of jigsaw and think-pair-share cooperative learning strategies on ninth grade students' achievement in Algebra I.
300 $a 129 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
500 $a Adviser: Moustapha Diack.
502 $a Thesis (Ph.D.)--Southern University and Agricultural and Mechanical College, 2015.
520 $a The purpose of this study is to investigate the effectiveness of the think-pair-share cooperative learning strategy and the jigsaw cooperative learning strategy in improving ninth-grade students' achievement in Algebra I. Cooperative learning theory is one of the most effective theories that is applied in Algebra I classrooms. Cooperative learning gives students the opportunity to work in mixed-ability groups to help each other learn. In addition, students in cooperative learning groups work together to achieve a common goal.
520 $a The researcher implemented a mixed-methodology design that included quantitative and qualitative instruments. The researcher drew the research sample of 54 students from three high school Algebra I classes. The experimental groups and control group consisted each of 18 students. The experimental groups learned using think-pair-share and jigsaw cooperative learning strategies, whereas the control group learned using the traditional teaching method. One mathematics teacher taught all of the groups. The research instruments included a pre-/post benchmark assessment, a post attitudinal survey, a classroom observation tool form, and a teacher interview questionnaire. The interview and classroom observations were used to document the teacher's perceptions about using the think-pair-share and jigsaw cooperative strategies in Algebra I classroom and the classroom behaviors associated with the implementation of strategies. The pre-/post benchmark assessment was used to determine if the think-pair-share and jigsaw cooperative learning strategies had an effect on ninth-grade students' achievement in Algebra I. The post attitudinal survey was used to determine the impact of the think-pair-share and jigsaw cooperative learning strategies on students' attitude toward Algebra I.
520 $a There was a statistically significant difference between the think-pair-share cooperative learning group and the traditional teaching group. Also, a statistically significant difference was found between the jigsaw cooperative learning group and the control group. However, there was no statistically significant difference found between the think-pair-share cooperative learning group and the jigsaw cooperative learning group. The students believed that the think-pair-share and jigsaw cooperative learning strategies were both useful in learning Algebra I. The mathematics teacher perceived the think-pair-share and jigsaw cooperative learning strategies as important strategies that could improve the learning outcomes of students in Algebra I.
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