Title

The Effects of the Cooperative Learning Strategy Jigsaw II On Academic Achievement and Cross-Race Relationships In a Secondary Social Studies Classroom

Date of Award

1995

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Curriculum, Instruction, and Special Education

First Advisor

Jesse Palmer

Advisor Department

Curriculum, Instruction, and Special Education

Abstract

This study evaluated the effects of the cooperative learning strategy Jigsaw II on academic achievement and cross-race relationships in secondary social studies classrooms. Subjects were 90 ninth grade geography students in a high school on the Mississippi Gulf Coast. The teachers and students were paired and arbitrarily assigned to either a treatment group or comparison group. This six-week study used both quantitative and qualitative data collection. The quantitative data collection consisted of the administration of a pre-sociogram and posttest to measure academic achievement. The qualitative data collection consisted of administration of a pretest and postsociogram, administrator, teacher, and student interviews, participant observation, and a cooperative learning attitudinal survey administered only to the treatment group to determine cross-race relationships. The achievement test was developed by the researcher and Multiple Linear Regression was used to test the hypotheses of the study. More specifically the ANCOVA was used under the framework of Multiple Linear Regression. This study revealed that cooperative learning had an effect only on the interaction between academic ability groupings and academic achievement, while revealing no significant interaction between gender, race relationships and methodology and academic achievement. The qualitative data analysis showed that the major effects of the cooperative learning on the secondary students were affective rather than cognitive. The results of sociograms, interviews, participant observation, and the attitudinal survey verified that perception of success were present in the students, but there appeared to be no improvement in cross-race relations.