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The Impact of the Jigsaw Technique on Improving Knowledge Retention.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The Impact of the Jigsaw Technique on Improving Knowledge Retention./
Author:	Matthews, Kerryn Nikole.
Description:	1 online resource (107 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 83-01, Section: A.
Contained By:	Dissertations Abstracts International83-01A.
Subject:	Education. -
Online resource:	click for full text (PQDT)
ISBN:	9798516976759

The Impact of the Jigsaw Technique on Improving Knowledge Retention.
Matthews, Kerryn Nikole.

The Impact of the Jigsaw Technique on Improving Knowledge Retention. - 1 online resource (107 pages)

Source: Dissertations Abstracts International, Volume: 83-01, Section: A.

Thesis (Ed.D.)--University of South Alabama, 2021.

Includes bibliographical references

This study analyzed the effects of the jigsaw technique versus traditional lecturing methods on 9th and 10th grade students' knowledge retention on an English class comma's unit. The research study consisted of two 9th grade classes and two 10th grade classes comprising 91 students. A quasi-experimental design was used in this study to determine if there were significant differences in pretest and posttest scores of students receiving the jigsaw method of instruction versus students receiving the traditional lecturing method of instruction. Quantitative data were collected using a researcher-created assessment. Data collected was used to determine which method of instruction increased students' knowledge retention.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798516976759Subjects--Topical Terms:

555912
Education.
Subjects--Index Terms:

Jigsaw techniqueIndex Terms--Genre/Form:

554714
Electronic books.

The Impact of the Jigsaw Technique on Improving Knowledge Retention.
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520 $a This study analyzed the effects of the jigsaw technique versus traditional lecturing methods on 9th and 10th grade students' knowledge retention on an English class comma's unit. The research study consisted of two 9th grade classes and two 10th grade classes comprising 91 students. A quasi-experimental design was used in this study to determine if there were significant differences in pretest and posttest scores of students receiving the jigsaw method of instruction versus students receiving the traditional lecturing method of instruction. Quantitative data were collected using a researcher-created assessment. Data collected was used to determine which method of instruction increased students' knowledge retention.
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