THE INFLUENCE OF JIGSAW TECHNIQUE-BASED TEACHING ON ACADEMIC ACHIEVEMENT, SELF-EFFICACY AND ATTITUDES IN BIOLOLOGY EDUCATION

This study aims at determining the differences between cooperative teaching through jigsaw technique and teaching via teacher centred methods in terms of academic achievement, attitudes towards and self-efficacy in biology teaching. The research was conducted for four weeks with 36 third year students of biology education in the physiology course concerning the sensorial organs. An experimental research model with pre-test/post-test control group was used in the research. The experimental group was composed of 20 participants whereas the control group was composed of 16 participants. Jigsaw technique, a cooperative learning method, was employed in the experimental group while the traditional teaching method was used in the control group. In addition, individual interviews were conducted using interview guides. Consequently, the jigsaw technique was seen to improve studentsʹ academic achievement and their attitudes towards biology teaching with no significant influences on their self-efficacy. Interviews, however, demonstrated that students held positive views concerning the technique.