أثر شكلين من أشكال التعلم التعاوني في تحصيل طلبة الصف العاشر الأساسي في مبحث التربية الوطنية و المدنية مقارنة بالطريقة التقليدية

الملخص EN

The study aimed at investigating the effect of two forms of cooperative learning and students’ gender on the immediate and delayed achievement of tenth grade students in National and Civic Education in comparison with the traditional method of learning.

The sample of the study consisted of (514) students among whom are (265) male students and (249) female students distributed among four schools, two boys’ schools and two girls’ schools.

Students comprising the sample of the study were distributed among six class sections for male students and six class sections for female students.

One experimental group studied National and Civic Education using Jigsaw as a cooperative learning form, whereas the second experimental group studied the same school subject using the normal cooperative learning form.

Meanwhile, the control group studied the same school subject using the traditional method of learning.

An achievement test consisting of seventy multiple choice items was constructed.

The validity and reliability of this achievement test was validated.

The reliability coefficient of the test reached 90%.

Results of the Two-Way (ANOVA) Analysis of Variance showed that there were statistically significant differences at the level (a=0.05) in the means of the immediate and delayed achievement of students comprising the study sample that are attributed to the method of learning in favour of the first experimental group who studied the course using the Jigsaw cooperative learning form, then in favour of the second experimental group who studied the course using the normal cooperative learning form in comparison with students of the control group who studied the course using the traditional learning method.

The statistically significant differences were also attributed to students’ gender in favour of the female students over the male ones.

Results of the Analysis of Variance did not reveal any statistically significant differences between students’ achievement that can be attributed to the interaction between the learning method and the student’s gender whether it was immediate or delayed achievement.

The study recommended using the jigsaw cooperative learning form (a=0.05) as a teaching strategy in the teaching of the various school subjects and conducting further studies to investigate its effect at both school and university levels.