Investigating the Effectiveness of Jigsaw 2 Model and Traditional Learning on Reading Comprehension of Iranian Learners

Research in English Language Pedagogy

مقاله 7، دوره 3، شماره 2، خرداد 2016، صفحه 71-79   

نوع مقاله: Original Article

نویسندگان

Ramin Nozohouri^{* 1}؛ Firooz Mahmoudi²؛ Naser Adhami³؛ Somayyeh Rasouli⁴

¹University of Tabriz, Tabriz, Iran

²Department of Education, Tabriz University, Tabriz, Iran

³Islamic Azad University of Maragheh, Azarbayjan, Iran

⁴Alzahra University, Tehran, Iran

چکیده

This study aims at investigating the effect of using cooperative learning (jigsaw2) and traditional learning on the reading comprehension achievement. In the present study, experimental research model consisting of pre-test, post-test with a control group was applied. The sample of the study consisted of 64 participants in grade three in Bonab high schools. To determine the effect of cooperative learning method on achievement in reading comprehension and the significance of difference between the scores of groups at 0.05 level were applied by analysis of covariance. the results of the analysis of covariance shows the effect of Jigsaw 2 ( control and experiment) on reading comprehension in post-test. The differences between means based on group members ( control and experiment) in post-test stage (the significant level α = .05) is significant. The amount of interaction effect is 18%. So these results confirm that Jigsaw2 learning method has significant effect on experiment group. Additionally, cooperative learning appeared to be more favourable for overcrowded classes. furthermore, the results indicated that cooperative learning  enhanced student- student interaction.

کلیدواژه‌ها

Cooperative learning؛ Jigsaw II؛ traditional learning؛ reading comprehension

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