نوع مقاله : مقاله پژوهشی
نویسندگان
1 گروه آموزش علوم تربیتی دانشگاه فرهنگیان،صندوق پستی 889-14665 تهران، ایران
2 دکترای روان‌شناسی تربیتی، دانشگاه علامه طباطبایی، تهران، ایران
3 گروه آموزش علوم تربیتی، دانشگاه فرهنگیان، صندوق پستی 889-14665 تهران، ایران
4 4گروه آموزش علوم تربیتی، دانشگاه فرهنگیان، صندوق پستی 889-14665 تهران، ایران
چکیده
کلیدواژه‌ها
عنوان مقاله [English]
نویسندگان [English]
This study aimed to investigate the effect of the jigsaw teaching method on the academic well-being and self-confidence of high school students in geography. The research method was a semi-experimental pre-test-post-test design with a control group. The statistical population of the study included all high school students in District 4 of Karaj in the academic year 1402-1403. To determine the sample size, first, using cluster sampling method, "Shahid Mirhabibi" Boys' High School and "Shahid Kamali Dehghan" High School in District 4 of Karaj were selected, then 30 students from these schools were selected in geography class using purposive sampling method, and randomly assigned to the control and experimental groups (experimental group: 15 students/control group: 15 students). The research tools were the academic well-being questionnaires of Peterin et al. (2014) and Rosenberg's self-confidence. For data analysis at the descriptive level, mean and standard deviation were used, and at the inferential level, univariate and multivariate analysis of covariance tests were used. The results of covariance analysis showed that the jigsaw teaching method was effective on students' academic well-being and self-confidence (p<0.01); in other words, jigsaw teaching increased students' academic well-being and self-confidence. The effect of treatment on academic well-being was 0.87 and on self-confidence was 0.88. Given the effectiveness of this teaching method, it is recommended as an educational program to improve academic problems and self-confidence of high school students in schools.
کلیدواژه‌ها [English]
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