The effect of Cooprative Learning and Self-evaluation on self motivation of students with the approach of jigsaw

Subject Areas : Education

Ayoub Garshasbi ¹ , Kourosh Fathi vajargah ² , Mahboubeh Arefi ³

1 - Department of Education,Shaid beheshti University,Tehran,Iran
2 - Department of Education,Shahid Beheshti University,Tehran
3 - Department of Education,Shahid beheshti University,Tehran,Iran

Received: 2013-11-20 Accepted : 2019-02-16 Published : 2019-05-22

Keywords: &quot, Collaborative learning&quot, , &quot, assistance secretary&quot, , &quot, self motivation&quot, ,

Abstract :

This study is done to consider the effects of cooperative learning (Hamyar) and self-assessment of student on "self motivation" and the achievement of high levels of student learning. The research methods were Quasi-experimental and the training was conducted in two groups. Methods of teaching were collaborative learning (Jigsaw and Hamyar) and in the other were used the same way with self-assessment for 8 sessions of 90 minutes. Statistical society was all boy students in third year high schools of the Birjand. Sample of this study consist 54 students in 3 groups (the experimental groups and one control group). Sample of research was the available. The research tool has been spontaneous learning strategies questionnaire (MSLQ) of Pintrich & Grout. In addition the other was a geometry achievement test to measure the high and low levels of cognitive domain. One-way ANOVA test and Tukey post hoc test is used to examine their motivation test data. For analyzing achievement test data was used the mixed analysis of variance test. The main findings indicate that "collaborative learning and self-assessment" has an impact on enhancing "self motivation" of students in course of Geometry. The "collaborative learning and self-assessment" showed a significant difference in the groups about their motivational beliefs. Moreover, the pattern of cooperative learning and self-assessment has had a positive impact in high levels learning and at low levels student learning in the cognitive domain

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