Please use this identifier to cite or link to this item: http://hdl.handle.net/10603/7943
Title: A comparative study of the effectiveness of student-teams achievement divisions (STAD) and Jigsaw methods of cooperative learning
Researcher: Santosh
Guide(s): Sharma, Hemant Lata
Keywords: Education
Jigsaw
cooperative learning
Upload Date: 4-Apr-2013
University: Maharshi Dayanand University
Completed Date: 2012
Abstract: The objectives of the study was to compare the effectiveness of Student-Team Achievement Divisions (STAD) and Jigsaw methods of cooperative learning on the students learning outcomes and self-concept in a Mathematics classroom of seventh graders. The effectiveness measured in terms of scholastic achievement and enhancement of self-concept of students. For this purpose the investigator selected the sample comprised 90 students studying in three sections of the VII class of S.B.S. Senior Secondary School, Karnal. Each of the three groups contained 30 students. Pre-test, post-test group control quasi-experimental design was employed with a purposive sample in the form of three intact sections of class VII of the same school. Experimental groups (EI and EII) were taught in cooperative learning setting involving STAD and Jigsaw methods and the control group was taught through traditional approach. The collected data were processed by applying suitable statistical techniques Bartlett s test, analysis of variance and t -test used to measure the difference in the mean scores and mean gain scores on academic achievement and self-concept of control group and experimental groups. The results of the study reveal that STAD and Jigsaw contribute towards raising the academic achievement and self-concept of students in contrast to traditional methods. The group of students taught Mathematics through STAD and Jigsaw methods showed a significantly higher mean and mean gain scores on the academic achievement and selfconcept than the group of students taught through traditional method at the end of experimental treatment. Jigsaw showed a significant higher on achievement than STAD method under cooperative learning. It also revealed no significant difference between STAD and Jigsaw methods in developing self-concept of students. It suggests that STAD and Jigsaw are equally effective in developing self-concept among students even though Jigsaw appearedto be much too higher in mean scores than the mean score of STAD
Pagination: 282p.
URI: http://hdl.handle.net/10603/7943
Appears in Departments:Department of Education

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01_title.pdfAttached File85.89 kBAdobe PDFView/Open
02_certificate.pdf21.96 kBAdobe PDFView/Open
03_declaration.pdf22.25 kBAdobe PDFView/Open
04_acknowledgements.pdf28.11 kBAdobe PDFView/Open
05_abstract.pdf95.12 kBAdobe PDFView/Open
06_summary.pdf147.34 kBAdobe PDFView/Open
07_chapter 1.pdf318.46 kBAdobe PDFView/Open
08_chapter 2.pdf339.31 kBAdobe PDFView/Open
09_chapter 3.pdf212.24 kBAdobe PDFView/Open
10_chapter 4.pdf138.12 kBAdobe PDFView/Open
11_chapter 5.pdf736.15 kBAdobe PDFView/Open
12_chapter 6.pdf719.86 kBAdobe PDFView/Open
13_chapter 7.pdf720.22 kBAdobe PDFView/Open
14_bibliography.pdf720.03 kBAdobe PDFView/Open
15_appendix.pdf16.76 MBAdobe PDFView/Open


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