Investigating the effect of the collaborative teaching method of jigsaw on the critical thinking of the sixth grade students of Najaf Abad city

Document Type : Scientific- research

Authors

1 M.A. in Educational Sciences Department, Meymeh Unit, Islamic Azad University, Meymeh, Iran,

2 Assistant professor,Department of Educational Sciences, Farhangian University, Tehran, Iran

Abstract

The aim of the current research was to investigate the effect of the collaborative teaching method using the jigsaw method on the critical thinking of sixth grade elementary students in Najafabad city. This research is a semi-experimental type with a pre-test and post-test design with an experimental group and a control group. The statistical population of this research includes all male students of the sixth grade of Najafabad city in the academic year of 2022-2023. According to the sample size, a multi-stage cluster sampling method has been used. To measure critical thinking, the California Critical Thinking Test has been used. The validity of this tool has been checked by subject experts and its reliability has been confirmed by Cronbach's alpha method. The research data were analyzed using descriptive tests (mean and standard deviation) and one-way covariance analysis. The findings of the research show that the collaborative teaching method with an emphasis on the jigsaw method has had a significant impact on the critical thinking of students and on the components of analysis, evaluation, inference, deductive reasoning, but it has not had a significant impact on the component of inductive reasoning.
 
Keywords: collaborative learning, Jigsaw , critical thinking, sixth grade
 
Introduction
Critical thinking as a learning tool introduces students to the art of reasoning and logic and increases their readiness for dynamic situations outside the classroom and provides them with the necessary skills to live better and understand better. Give (Ranjabr and Esmaili 1385:17). The evidence shows that in recent years, critical thinking in the educational system has often remained at the level of slogans and words and has not been realized. On the other hand, collaborative learning is one of the effective and efficient methods in the contemporary world, which can provide the necessary motivation for practical and social growth with high individual, social and academic achievements such as increasing self-esteem, real respect, social skills and critical thinking. It created students (Nabawi, quoted by Ahmad Begi et al. 1397:169). One of the effective methods of collaborative learning is the Jigsaw method. Considering the low levels of critical thinking among primary school students and the importance of primary school to create this style of thinking among students, the main issue of this research is whether the collaborative teaching method of jigsaw has an effect on the critical thinking of primary school students.
Materials:The data was collected using the critical thinking skills questionnaire, which includes 26 multiple-choice questions and measures critical critical thinking skills. This questionnaire measures analytical, inferential, evaluation, hypothetical reasoning and inductive reasoning skills (Ganji et al., 2013).
 
 
method
to analyze the data, descriptive statistics (graph, mean and standard deviation) were used and inferential statistics (ANCOVA analysis of covariance) were used. With the help of covariance analysis, the effect of an independent variable on the dependent variable was examined.  DiscussionThe results of the research showed that the collaborative teaching method of jigsaw has an effect on the components of analysis, evaluation, inference, comparative reasoning and critical thinking of students, but it does not have an effect on the inductive reasoning component of critical thinking.Result
The jigsaw method calls students to the ability to visualize, express and solve problems and make logical decisions. In the jigsaw method, students often receive immediate feedback from their peers. The teacher also gets the opportunity to engage in activities with the students at the same time. These interactions enable students to exchange opinions more, get more involved in activities and increase their analytical power (Khenifar and Pourhosseini 2015, quoted by Sargazi et al., 2014: 5). As Choppin (2007) believes, group discussions can reveal incomplete arguments, miscalculations, and misunderstandings when students discuss and exchange opinions as a group and ask each other in the field of Subjects ask questions to evaluate the arguments of their peers, and this process increases their evaluation power. Motahari (1374) believes that the goal of education should be to give intellectual growth to students and society. The teacher should try to give the student intellectual development, i.e. the ability to analyze, and revive his initiative, so that he can make inferences, ijtihad, and reject the principle (quoted by Sargazi et al., 2014: 6).

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References

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