Effects of Jigsaw Technique on Mathematics Self-efficacy Perceptions of Seventh Grade Primary School Students

Abstract

Cooperative learning is based on the method of instruction that involves students working together in small groups to achieve a specific joint goal. The jigsaw technique, which is one of the cooperative learning techniques where students can work in small groups being responsible for each other's learning and express themselves, is used in this study as well. The purpose of this study is to investigate the effects of use of the jigsaw technique in the 7th Grade “Transformation Geometry” subject on students’ mathematics self-efficacy. In line with this purpose, the “Transformation Geometry” subject was taught to 33 students studying in the seventh grade at a primary school located in the Sakarya province of Turkey during four class hours in two stages, the first stage being in jigsaw groups, and the second in main groups. The one-group pre-test-post-test experimental design is used in this study that was conducted quantitatively. Data were collected using the “Mathematics Self-Efficacy Perception Scale”. Data obtained were analyzed using statistical methods, and as a result, it was found that there were no significant differences between the pre-test/post-test scores of students. This result shows that the jigsaw technique has no effects on students’ mathematics self- efficacy perceptions.

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