The Impact of Cooperative Learning Strategy (Jigsaw) on the Achievement of Tenth Graders in the Subject of the Earth and Environment Sciences in Jordan

Abstract

      The study aimed to investigate the effect of the impact of cooperative learning strategy (Jigsaw) on the achievement of tenth graders in the subject of earth and environmental sciences in Jordan. The study employed the experimental method. The sample consisted of (82) tenth grade female students in the subject of Earth and Environment Sciences at Dahiyat Al-Rasheed Secondary School for Girls affiliated to the Directorate of Education The university district in Jordan for the first semester of the academic year 2022/2023. The sample was distributed in two groups, experimental and control, so that the experimental group was taught by the cooperative learning method (Jigsaw), while the control group was taught by the traditional method. An objective test of (20) articles was designed. The results showed that there were statistically significant differences at the level of significance (α = 0.05) in the achievement between the students of the two study groups due to the teaching strategy in favor of the experimental group that was taught through the cooperative learning strategy (Jigsaw). The results showed that there were statistically significant differences at the level of significance (α = 0.05) in achievement between the students of the two study groups due to the teaching strategy, and in favor of the experimental group that was taught through the cooperative learning strategy (Jigsaw). The results also showed a notable increase in the level of achievement. In light of the study results, the researcher recommends to adopting this method as one of the best modern teaching strategies by teachers for various subjects in order to improve the educational learning process, and to employ students' skills in an interactive way that enhances learner-centered learning.