The effectiveness of using the Jigsaw strategy in teaching Fiqh on both immediate and delayed achievement for middle grade students in taif from KSA
Abstract:
This current study aims to assess the effectiveness of using the Jigsaw strategy in teaching Fiqh courses on both immediate and delayed achievement for middle grade students, The study used the experimental method based on quasi-experimental design, and the study population consisted of third middle grade students, and the sample was chosen using the purposive method of (67) students from third middle grade students in the 37th school in Om El Sebaa district during the first semester of 1434\1435H, where the students were divided into two groups, one of them is an experimental and studied using the Jigsaw method, and the other is a controlling group which studied using the regular method, and then an achievement test was done by the researcher (tribal, immediate, delayed) on the two groups (experimental and controlling), then the suitable statistical analysis was done and reach the following results:
1- There are statistically significant differences at α=0.05 between the average grades of the two groups (experimental group got an average (27.97), and controlling group got an average (21.15) in direct achievement for middle grade students, which is attributed to the usage of Jigsaw strategy in teaching Fiqh.
2- There are statistically significant differences at α=0.05 between the average grades of the two groups (experimental group got an average(33), and controlling group got an average(34) in delayed achievement for middle grade students, which is attributed to the usage of Jigsaw strategy in teaching Fiqh.
3- There are no statistically significant differences at α=0.05 between the average grades of the group experimental in both immediate they got an average(33), and delayed achievement they got an average(33) for middle grade students attributed to the usage of Jigsaw strategy in teaching Fiqh. In the light of the study results, the researcher recommends, The importance of training teachers –before and after service- to use and apply the Jigsaw strategy in education.
Keywords:Effectiveness, jigsaw, strategy, Fiqh, Cooperative learning, Middle grade.
الملخص
1- توجد فروق دالة إحصائيا عند مستوى (=α 0.05)؛ في التحصيل لدى طالبات المرحلة المتوسطة في تدريس الفقه بين متوسطات درجات المجموعتين الضابطة وحصلت على متوسط(21.15)، والتجريبية وحصلت على متوسط(27.97)؛ يعزى لاستخدام استراتيجية جيكسو(Jigsaw).
2- توجد فروق دالة إحصائيا عند مستوى (=α 0.05)؛ في بقاء أثر التعلم لدى طالبات المرحلة المتوسطة بين متوسطات درجات المجموعتين الضابطة وحصلت على متوسط (16.41)والتجريبية وحصلت على (28.12) يعزى لاستخدام استراتيجية جيكسو (Jigsaw) في تدريس الفقه.
3- لا توجد فروق دالة إحصائيا بين متوسطات درجات المجموعة التجريبية عند مستوى (=α 0.05) في الاختبارين التحصيلي البعدي بمتوسط (33)، وبقاء أثر التعلم بمتوسط (33) لدى طالبات المرحلة المتوسطة يعزى لاستخدام استراتيجية جيكسو (Jigsaw) في تدريس الفقه.
وفي ضوء نتائج الدراسة أوصت الباحثة بمجموعة من التوصيات لتوظيف استراتيجية جيكسو وتأهيل المعلمين والبيئة التعليمية لتطبيقها.
الكلمات المفتاحية: فعالية، استراتيجية، جيكسو, التحصيل، الفقه. طالبات، المرحلة المتوسطة.
الباحثة /
بسمة مطلق الجعيد
جامعة أم القرى || مكة المكرمة || المملكة العربية السعودية
