Volume 3, Issue 4 (December 2021)
IEEPJ 2021, 3(4): 564-573 |
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Mohamadlou A, Mohamadlou M, Morovati Z. (2021). Effect of the Jigsaw-Based Cooperative Learning Method on Sense of Connectedness with School and Social Skills in Sixth Grade Elementary Students. IEEPJ. 3(4), 564-573. doi:10.52547/ieepj.3.4.564
URL: http://ieepj.hormozgan.ac.ir/article-1-162-en.html
URL: http://ieepj.hormozgan.ac.ir/article-1-162-en.html
1- Zanjan University, Zanajan, Iran , mohammadlou@gmail.com
2- Islamic Azad University, Semnan Branch, Semnan, Iran
3- Department of Psychology, Faculty of Humanities, University of Zanjan, Zanjan, Iran
2- Islamic Azad University, Semnan Branch, Semnan, Iran
3- Department of Psychology, Faculty of Humanities, University of Zanjan, Zanjan, Iran
Abstract: (1671 Views)
The current study aimed to investigate the effect of Jigsaw-based cooperative learning method on sense of connectedness with school and the social skills of Sixth grade elementary students in Abhar City, Iran. The research method was quasi-experimental (pre-test, post-test with control group). The statistical population included all sixth grade elementary school female students in Abhar city in the academic year of 2019-2020. The experimental group benefited from Jigsaw-based cooperative learning training for 12 sessions (2 hours per week including 40 minutes). Data were collected using Brew, Betty and Watt students’ sense of connectedness with school scale (2004) and Matson’s Evaluation of Social Skills with Youngsters (MESSY) questionnaire and analyzed using SPSS software and analysis of covariance as well. The results indicated there was a significant difference between the pre-test and post-test of the experimental group, the control group in the sense of connectedness with school (p = 0.0001) and the improvement of social skills (p = 0.001). Accordingly, the Jigsaw-based cooperative learning in experimental group was more effective on the sense of connectedness with school and the social skills compared to the control group.
Type of Study: Original |
Subject:
Educational Psychology
Received: 2020/04/8 | Accepted: 2020/11/28 | Published: 2021/12/1
Received: 2020/04/8 | Accepted: 2020/11/28 | Published: 2021/12/1
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