Effects of jigsaw learning strategy integrated with computer simulations on grade 10 students’ achievement and attitude and their correlations in chemistry
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| Vydáno v: | Interactive Technology and Smart Education vol. 22, no. 1 (2025), p. 134-162 |
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Emerald Group Publishing Limited
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| 022 | |a 1741-5659 | ||
| 022 | |a 1758-8510 | ||
| 024 | 7 | |a 10.1108/ITSE-01-2024-0002 |2 doi | |
| 035 | |a 3156257174 | ||
| 045 | 2 | |b d20250101 |b d20250331 | |
| 084 | |a 164431 |2 nlm | ||
| 100 | 1 | |a Shimelis Kebede Kekeba |u Department of Chemistry, College of Natural Sciences, Jimma University, Jimma, Ethiopia | |
| 245 | 1 | |a Effects of jigsaw learning strategy integrated with computer simulations on grade 10 students’ achievement and attitude and their correlations in chemistry | |
| 260 | |b Emerald Group Publishing Limited |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a PurposeThe purpose of this study was to investigate the impact of using a jigsaw learning strategy integrated with computer simulation (JLSICS) on the academic achievement and attitudes of students, along with exploring the relationships between them in the process of learning about acids and bases.Design/methodology/approachThe research design used in the study was quasi-experimental, using non-equivalent comparison groups for both pre- and post-tests. A quantitative approach was used to address the research problem, with three groups involved: two experimental and one comparative group. The treatment group, which received the JLSICS intervention, consisted of two intact classes, while the comparison group included one intact class. Data collection involved achievement tests and attitude scale tests on acid and base. Various statistical analyses such as one-way analysis of variance, one-way multivariate analysis of variance, Pearson product-moment correlation, mean and standard deviation were used for data analysis.FindingsThe study’s results revealed that the incorporation of the JLSICS had a beneficial influence on the academic achievement and attitudes of grade 10 chemistry students towards acid and base topics. The JLSICS approach proved to be more successful than both conventional methods and the standalone use of the jigsaw learning strategy (JLS) in terms of both achievement and attitudes. The research demonstrated a correlation between positive attitudes towards chemistry among high school students and enhanced achievement in the subject.Research limitations/implicationsThe study only focused on one specific aspect of chemistry (acid and base chemistry), which restricts the applicability of the findings to other chemistry topics or subjects. In addition, the study used a quasi-experimental design with a pretest-posttest comparison group, which may introduce variables that could confound the results and restrict causal inferences.Practical implicationsThis study addresses the gap in instructional interventions and provides theoretical and practical insights. It emphasizes the importance of incorporating contemporary instructional methods for policymakers, benefiting the government, society and students. By enhancing student achievement, attitudes and critical thinking skills, this approach empowers students to take charge of their learning, fostering deep understanding and analysis. Furthermore, JLSICS aids in grasping abstract chemistry concepts and has the potential to reduce costs associated with purchasing chemicals for schools. This research opens doors for similar studies in different educational settings, offering valuable insights for educators and policymakers.Originality/valueThe originality and value of this study are in its exploration of integrating the jigsaw learning strategy with computer simulations as an instructional approach in chemistry education. This research contributes to the existing literature by showing the effectiveness of JLSICS in improving students’ achievements and attitudes towards acid and base topics. It also emphasizes the importance of fostering positive attitudes towards chemistry to enhance students’ overall achievement in the subject. | |
| 653 | |a Problem solving | ||
| 653 | |a Students | ||
| 653 | |a Collaboration | ||
| 653 | |a Teaching methods | ||
| 653 | |a Chemistry | ||
| 653 | |a Computer simulation | ||
| 653 | |a Educational technology | ||
| 653 | |a Teachers | ||
| 653 | |a Data analysis | ||
| 653 | |a Science education | ||
| 653 | |a Correlation | ||
| 653 | |a Knowledge | ||
| 653 | |a Multivariate analysis | ||
| 653 | |a Variance analysis | ||
| 653 | |a Statistical analysis | ||
| 653 | |a Data collection | ||
| 653 | |a Cooperative learning | ||
| 653 | |a Learning | ||
| 653 | |a Educational objectives | ||
| 653 | |a Computer assisted instruction--CAI | ||
| 653 | |a Attitudes | ||
| 653 | |a Design of experiments | ||
| 653 | |a Education | ||
| 653 | |a Intergroup Relations | ||
| 653 | |a Critical Thinking | ||
| 653 | |a Learning Motivation | ||
| 653 | |a Academic Achievement | ||
| 653 | |a Comprehension | ||
| 653 | |a Student Motivation | ||
| 653 | |a Comparative Education | ||
| 653 | |a Comparative Analysis | ||
| 653 | |a Learner Engagement | ||
| 653 | |a Educational Strategies | ||
| 653 | |a High Achievement | ||
| 653 | |a Influence of Technology | ||
| 653 | |a Addition | ||
| 653 | |a Learning Strategies | ||
| 653 | |a Educational Methods | ||
| 653 | |a Learning Processes | ||
| 653 | |a Cognitive Style | ||
| 653 | |a Meta Analysis | ||
| 653 | |a Computer Assisted Instruction | ||
| 653 | |a Outcomes of Education | ||
| 653 | |a Science Curriculum | ||
| 700 | 1 | |a Gure, Abera |u Department of Chemistry, College of Natural Sciences, Jimma University, Jimma, Ethiopia | |
| 700 | 1 | |a Teklu Tafesse Olkaba |u Department of Teacher Education and Curriculum Studies, College of Education and Behavioral Science, Jimma University, Jimma, Ethiopia | |
| 773 | 0 | |t Interactive Technology and Smart Education |g vol. 22, no. 1 (2025), p. 134-162 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3156257174/abstract/embedded/H09TXR3UUZB2ISDL?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3156257174/fulltext/embedded/H09TXR3UUZB2ISDL?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3156257174/fulltextPDF/embedded/H09TXR3UUZB2ISDL?source=fedsrch |