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The effect of jigsaw strategy on ESL students’ reading achievement
Sabbah, Sabah Salman1.
It is educationally acknowledged that reading is an important skill for acquiring a second
language academically. However, it has been noticed that students’ results in reading in the
Foundation program in the Community College of Qatar (CCQ) are not satisfactory. This study
used a quasi-experimental pre-posttest design to investigate the effect of using jigsaw
cooperative strategy on ELS students’ achievement in reading comprehension. Convenience
sampling of the two classes was used from the female students enrolling in Level 4 reading
classes in the Foundation Program in the Community College of Qatar in the fourth quarter of
the academic year of 2013-2014. It is a non-probability sampling technique where two classes
were selected because of their convenient accessibility to the researcher as the researcher was
supposed to teach them reading. The two classes were assigned randomly to two groups: the
experimental group (n=16 students) which was taught seven units in Real Reading Textbook via
the jigsaw strategy and the control group (n=10 students) which was taught via the traditional
strategy-no grouping. Analysis of Covariance (ANCOV)was used to analyze students’ scores on
the posttest. The results revealed significant differences in favor of the experimental group.
Affiliation:
- Community College of Qatar, Qatar
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