Effect of jigsaw technique on learning outcomes in geofraphy in relation to academic anxiety and self efficacy among IX graders

Abstract

Present study was undertaken to investigate The Effect of jigsaw technique on learning outcomes in Geography in relation to academic anxiety and self-efficacy among IX graders. The sample of the study was 400 hundred (200 experimental + 200 controlled) Ix class students from Government Senior secondary schools of Shahid Bhagat Singh Nagar, Distt. of Punjab. The tool of learning outcomes in Geography developed by The investigator, Tool of Academic Anxiety by Singh and Gupta (2012), Tool of Self-Efficacy by Mathur and Bhatnagar (2012) were used for data collection. The experiment was conducted for 60 working days The statistical operations mean, median, standard deviation skewness and kurtosis was applied to check the nature of distribution of data. t test and analysis of variance were applied to test the hypothesis. These calculations were made on the gain score ( post test pre test) in learning outcomes in geography. Experimental group was taught by Jigsaw technique and controlled group was taught by Traditional method. Result of the study revealed that the group thought through Jigsaw technique was significantly better than the group taught by the traditional method. The interaction between teaching strategies and academic anxiety on learning outcomes in geography is not significant. The interaction between teaching strategies and self-efficacy is not significant. newlineThe interaction between teaching strategies, Academic anxiety and self-efficacy on learning outcomes in Geography is not significant. newline newline