The Jigsaw Method in 12th-Grade Physics Classes – Impact of the Group’s Ability Composition on Academic Performance

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Titel: The Jigsaw Method in 12th-Grade Physics Classes – Impact of the Group’s Ability Composition on Academic Performance
Autor(en): Berger, Roland
Hänze, Martin
Zusammenfassung: Two hundred thirty-six students in 12th-grade physics classes took part in a quasiexperimental study comparing homogeneous and heterogeneous grouping in a jigsaw classroom. Students were assigned to expert groups according to their prior topic knowledge. Students showed higher intrinsic motivation, activated deeper level processing strategies, and performed better on their expert topic when working in homogeneous groups. Self-reported quality of communication was identified as a partial mediator between the composition of the expert group and academic performance.
Bibliografische Angaben: International Journal of Modern Education Research, Vol.3, No. 5, 2016, S. 28-36, AASCIT, ISSN: 2375-3781
URL: https://repositorium.ub.uni-osnabrueck.de/handle/urn:nbn:de:gbv:700-2017032715765
ISSN: 2375-3781
Schlagworte: Cooperative Learning; Jigsaw Classroom; Group Composition; Physics
Erscheinungsdatum: 27-Mär-2017
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