Student-Student and Student-Teacher Interactions through the Jigsaw II Method in the Teaching of the Economics Subject in Secondary Education

Authors : Mercedes MORERA-FERNANDEZ, Aram MORERA-MESA, Miguel Angel MORERA-FUMERO, Javier HERNANDEZ-PEREZ, Armando Luis MORERA-FUMERO

Pages : 118-125

Doi:10.24331/ijere.678716

View : 12 | Download : 6

Publication Date : 2020-03-01

Article Type : Research Paper

Abstract :Peer interactions and teacher student interactions are essential components of learning upon which cooperative learning insert ignore into journalissuearticles values(CL); is rooted. Empirical data about this type of interactions are scanty. The aim of this research is to compare students’ opinions about the student-student and student-teacher interactions in a CL method insert ignore into journalissuearticles values(Jigsaw II/puzzle); and the conventional teacher learning method after learning an economics teaching unit in a secondary education school. The study was carried out in a secondary education level institute in the island of Tenerife, Canary Islands insert ignore into journalissuearticles values(Spain); during the 20172018 academic year. Twenty-eight students took part in the study. Students were taught a unit through the conventional teacher exposition method and later through a CL technique insert ignore into journalissuearticles values(Jigsaw II/puzzle);. Peer interactions and teacher-student interaction were evaluated through a 5-point Likertscale. Students were evaluated twice, during the conventional instruction and approximately two weeks later after receiving the CL instruction. The total score of interactions among peers was significantly higher with the CL method than the conventional method insert ignore into journalissuearticles values(conventional method: 19.92 ± 2.26 vs CL method: 21.54 ± 2.75, p < 0.009);. There were no significant differences between the methods of learning in the total score of the interaction with the teacher insert ignore into journalissuearticles values(conventional method: 17.17±1.61 vs CL method: 16.37±2.78, p < 0.098);, but in item 9 insert ignore into journalissuearticles values(interchange of information with the teacher); the score in conventional method was significantly higher than in the CL technique insert ignore into journalissuearticles values(4.50 ± 0.59 vs 4.21 ± 0.72, p < 0.016);. In conclusion, the secondary education students consider that puzzle/jigsaw II CL technique promotes relationships among peers more than conventional learning while there is no difference between the puzzle/jigsaw II CL technique and the conventional learning in the teacher-student relationships.
Keywords : Conventional learning, cooperative learning, jigsaw ii