[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-588231-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-588231-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","effect-of-subject-jigsaw-and-reading-writing-presentation-techniques-on-academic-achievement-of-7th-grade-science-students-academic-success-in-structure-and-properties-of-matter","EFFECT OF SUBJECT JIGSAW AND READING WRITING PRESENTATION TECHNIQUES ON ACADEMIC ACHIEVEMENT OF 7TH GRADE SCIENCE STUDENTS’ ACADEMIC SUCCESS IN STRUCTURE AND PROPERTIES OF MATTER","","Examines how Subject Jigsaw (JG) and Reading Writing and Presentation (RWP) techniques affect 7th grade science students’ academic achievement in structure and properties of matter. A semi-experimental pre-test/post-test design compares an RWP group (n=22), a JG group (n=27), and a control group (CG, n=20) taught using the national constructivist curriculum. Pre-test results show JG outperforming CG, while post-test results confirm both RWP and JG improve over CG, with JG higher than RWP and RWP supporting social and cognitive skills.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/effect-of-subject-jigsaw-and-reading-writing-presentation-techniques-on-academic-achievement-of-7th-grade-science-students-academic-success-in-structure-and-properties-of-matter/588231/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/effect-of-subject-jigsaw-and-reading-writing-presentation-techniques-on-academic-achievement-of-7th-grade-science-students-academic-success-in-structure-and-properties-of-matter/588231.png","ImageObject",300,407,{"name":42,"@type":43},"Aditya","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"How does the study compare RWP, JG, and the control group?","Question",{"text":63,"@type":64},"RWP and JG are implemented as instructional techniques, while the control group follows the present curriculum based on constructivism. Academic achievement is measured using pre-tests and post-tests.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What were the group sizes in the research?",{"text":68,"@type":64},"The study includes 22 students in the RWP group, 27 students in the JG group, and 20 students in the control group, for a total of 69 students.",{"name":70,"@type":61,"acceptedAnswer":71},"Which method produced the highest academic achievement after the study?",{"text":72,"@type":64},"Both RWP and JG improved achievement compared with the control group, and the JG group showed better statistical achievement than the RWP group.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},588231,1792895618,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,100,105,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},"Healthcare",40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962085564549,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","EFFECT OF SUBJECT JIGSAW AND READING WRITING PRESENTATION TECHNIQUES ON ACADEMIC ACHIEVEMENT OF 7TH GRADE SCIENCE STUDENTS’ ACADEMIC SUCCESS IN STRUCTURE AND PROPERTIES OF MATTER  \nAdem AKKUS, Kemal DOYMUS  \nAbstract: In this article a recently developed method, Reading Writing and Presentation (RWP) was introduced and compared with Subject Jigsaw Method (JG) and Control Group (CG) . CG studied with present curriculum which was designed with respect to constructivism and issued by National Ministry of Education. Research was carried out with 7th grade elementary school students. Number of students included in RWP group was 22, in JG were 27 and in CG were 20.  \nThus, total number of the students enrolled in the study was 69. Research design was semiexperimental design with pre-test and post-test. Before the study all the students were given a pretest. Pre-test results revealed that JG group had statistically significant academic achievement over CG. After implementing the study, students were given post-test and, both RWP and JG group had statistically better achievement than CG. Also JG had better statistical achievement than RWP.  \nStudents also were given a technique view form. Results revealed that RWP is a useful method in developing social and cognitive skills. It is also concluded by the study that constructivist designed curriculums supported with cooperative learning method increase academic achievement and students gain positive social skills  \nKey words: Jigsaw, Reading writing presentation, Reading writing application, Cooperative, Collaborative learning  \n1. Introduction  \nQualified people are the foundations of economically developed countries. Poverty and power lie within knowledge, and that is only meaningful if citizens embrace it. However, citizens don’t simply embrace the knowledge. In fact, it is an output of a process which is result of the educational system. Through education countries may solve the problems in work power, health, social norms etc.(Frederick, Schmidt & Davis, 2012) . Consequently, educational system shouldn’t only support the learning but other structures as well. In that case, schools turn into a place where a student learn scientific facts and develop moral values or social adaptation. Then, it is important to understand that needs and interest of every student occupies a place in the schools (Hamlen, 2012) . Along with those, students’ cognitive, social and physical well being is also demanded from schools. Learning environment supporting safety and good social relations between students and teachers, students and personnel, students and students support a pleasant environment and hence learning environment (Bear, Gaskins, Blank & Chen, 2011; Kurniawan, Effendi & Dwita, 2018) . In that aspect, primary and elementary schools are in the focus since they are the first places where students encounter scientific facts (Dimick, 2012) .  \nA traditionally set up instruction is based on exams which can’t fulfill today’s requirements since its results don’t reflect the demands of the advances in life (Byrd, 2012) . A learning environment supported with modern life materials creates a pleasant learning environment and supports the learning  \n(Daşdemir & Doymuş, 2012; Fu & Hwang, 2018) . For that reason, lessons should exhibit scientific thinking skills and support activity of students while teaching the concrete bases of knowledge (Bozkurt, Orhan, Keskin & Mazi, 2008; Tran, Nguyen, Van De, Soryaly & Doan, 2019) . Consequently, teachers are responsible for creating activities which help students to have rational thinking and inquiry based lifestyles (Feldman & Pirog, 2011; Siburian, Corebima & Saptasari, 2019) . It should be noted that, quality of those activities is also a reflection of instruction quality in the classroom (Demirtaş, 2010) . Studies indicate teachers incorporating activities into learning help their students whether they are academically successful students or not (Cohen-Vogel, ","cbCaiu8h5m2hhlEz","https://ap.wps.com/l/cbCaiu8h5m2hhlEz","pdf",300160,13,"English","# Introduction\n# Cooperative Learning Model and Learning Environment\n# Jigsaw Method and Related Techniques\n# Research Design and Methodology\n## Pre-test and Post-test Procedures\n## Student Groups and Sample Size","[{\"question\":\"How does the study compare RWP, JG, and the control group?\",\"answer\":\"RWP and JG are implemented as instructional techniques, while the control group follows the present curriculum based on constructivism. Academic achievement is measured using pre-tests and post-tests.\"},{\"question\":\"What were the group sizes in the research?\",\"answer\":\"The study includes 22 students in the RWP group, 27 students in the JG group, and 20 students in the control group, for a total of 69 students.\"},{\"question\":\"Which method produced the highest academic achievement after the study?\",\"answer\":\"Both RWP and JG improved achievement compared with the control group, and the JG group showed better statistical achievement than the RWP group.\"}]","EFFECT OF SUBJECT JIGSAW AND READING WRITING PRESENTATION TECHNIQUES ON ACADEMIC ACHIEVEMENT OF 7TH GRADE SCIENCE STUDENTS’ ACADEMIC SUCCESS IN STRUCTURE AND PROPERTIES OF MATTER | PDF",1792064798,33]