The effectiveness of Jigsaw Learning Method on students reading comprehension in online learning
<p>Jigsaw Learning Method as one of the cooperative learning strategies is known to be</p><p>effective in promoting active learning and students engagement in the classroom.</p><p>While there are many studies conducted to investig...
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<p>Jigsaw Learning Method as one of the cooperative learning strategies is known to be</p><p>effective in promoting active learning and students engagement in the classroom.</p><p>While there are many studies conducted to investigate the effects of the Jigsaw method</p><p>in the classroom, studies that focuses on online learning environment are found to be</p><p>limited. This quasi-experimental study aimed to examine the effectiveness of the</p><p>Jigsaw Learning Method on students reading comprehension in online learning. A total</p><p>of 50 students participated in the study where they were divided and assigned into</p><p>experimental and control groups. The experimental group received treatment classes</p><p>of Jigsaw Learning Method for about 4 weeks. Pre-test and post-test were administered</p><p>to the students to investigate any significant difference after the intervention of the</p><p>Jigsaw Learning Method. A survey was also conducted in order to attain knowledge on</p><p>the students perceptions of the Jigsaw Learning Method on reading comprehension</p><p>when implemented in online learning. The quantitative data of pre-test, post-test and</p><p>questionnaire were analysed statistically using SPSS software version 26 while</p><p>thematic analysis were conducted on the qualitative data detained from the open-ended</p><p>questions of the questionnaire. The findings shows that there was a significant</p><p>difference in the reading achievement test between the pre-test and (M=12.60,</p><p>SD=2.22) and the post-test (M=14.12, SD=1.92), t(24) = -3.42, p=.002 for experimental</p><p>group. However, there was no significant difference in the mean scores between</p><p>experimental and control group. The results also showed that there was significant</p><p>improvement in reading comprehension for narrative text genre as compared to</p><p>expository text genre. The experimental group participants also perceived the Jigsaw</p><p>Learning Method positively in online classroom. In conclusion, the implementation of</p><p>Jigsaw Learning Method in online environment is effective in improving students</p><p>reading comprehension. This method is feasible as a cooperative learning method to be</p><p>implemented when learning English in an online learning environment at higher</p><p>institutions.</p> |
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Nur Khalilah Ramli |
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Nur Khalilah Ramli |
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The effectiveness of Jigsaw Learning Method on students reading comprehension in online learning |
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The effectiveness of Jigsaw Learning Method on students reading comprehension in online learning |
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The effectiveness of Jigsaw Learning Method on students reading comprehension in online learning |
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The effectiveness of Jigsaw Learning Method on students reading comprehension in online learning |
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The effectiveness of Jigsaw Learning Method on students reading comprehension in online learning |
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effectiveness of jigsaw learning method on students reading comprehension in online learning |
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Universiti Pendidikan Sultan Idris |
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oai:ir.upsi.edu.my:100022024-04-04 The effectiveness of Jigsaw Learning Method on students reading comprehension in online learning 2023 Nur Khalilah Ramli LB Theory and practice of education <p>Jigsaw Learning Method as one of the cooperative learning strategies is known to be</p><p>effective in promoting active learning and students engagement in the classroom.</p><p>While there are many studies conducted to investigate the effects of the Jigsaw method</p><p>in the classroom, studies that focuses on online learning environment are found to be</p><p>limited. This quasi-experimental study aimed to examine the effectiveness of the</p><p>Jigsaw Learning Method on students reading comprehension in online learning. A total</p><p>of 50 students participated in the study where they were divided and assigned into</p><p>experimental and control groups. The experimental group received treatment classes</p><p>of Jigsaw Learning Method for about 4 weeks. Pre-test and post-test were administered</p><p>to the students to investigate any significant difference after the intervention of the</p><p>Jigsaw Learning Method. A survey was also conducted in order to attain knowledge on</p><p>the students perceptions of the Jigsaw Learning Method on reading comprehension</p><p>when implemented in online learning. The quantitative data of pre-test, post-test and</p><p>questionnaire were analysed statistically using SPSS software version 26 while</p><p>thematic analysis were conducted on the qualitative data detained from the open-ended</p><p>questions of the questionnaire. The findings shows that there was a significant</p><p>difference in the reading achievement test between the pre-test and (M=12.60,</p><p>SD=2.22) and the post-test (M=14.12, SD=1.92), t(24) = -3.42, p=.002 for experimental</p><p>group. However, there was no significant difference in the mean scores between</p><p>experimental and control group. The results also showed that there was significant</p><p>improvement in reading comprehension for narrative text genre as compared to</p><p>expository text genre. The experimental group participants also perceived the Jigsaw</p><p>Learning Method positively in online classroom. In conclusion, the implementation of</p><p>Jigsaw Learning Method in online environment is effective in improving students</p><p>reading comprehension. This method is feasible as a cooperative learning method to be</p><p>implemented when learning English in an online learning environment at higher</p><p>institutions.</p> 2023 thesis https://ir.upsi.edu.my/detailsg.php?det=10002 https://ir.upsi.edu.my/detailsg.php?det=10002 text eng closedAccess Masters Universiti Pendidikan Sultan Idris Fakulti Bahasa dan Komunikasi <p>Abdullah, F., & Suan, W. H. (2015). Improving undergraduate students critical reading skills through different learning activities (22-39). 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