|Title:||Using the jigsaw method for enhancing the learning of reading and writing competencies in vocational English|
|Subject:||Hong Kong Polytechnic University -- Dissertations.|
English language -- Study and teaching (Higher) -- China -- Hong Kong.
Vocational education -- China -- Hong Kong.
|Department:||School of Professional Education and Executive Development|
|Pages:||v, 131 leaves : ill. ; 30 cm.|
|Abstract:||This research was initiated by the researcher's felt need to improve teaching in his own context. In this research, the effect of a specific cooperative learning technique called the jigsaw method on student learning was explored. The effect was compared with that of the traditional lecturing method. The evaluation of the effect focused on two aspects. The first one was students' learning outcomes in a specific vocational English subject and the second was their approaches to studying of the subject. Students' feedback and suggestions on the jigsaw method were collected from focus group interviews to improve the researcher's teaching in the future. The jigsaw method was implemented to an experimental group of students. The teaching and learning activities in the experimental group were restructured so as to implement this method. A control group was kept at the same time and the traditional lecturing method was used in this group. The effect of the jigsaw method on students' learning outcomes and that on students' approaches to studying between the experimental group and control group were measured separately using a pre-rest and post-test design. Statistical analysis of the data shows that, though the jigsaw method has produced a bigger change in test scores in terms of absolute figures, there is inadequate statistical evidence to conclude the contention that the jigsaw method is more effective than the lecturing method in enhancing student learning. Similarly, statistical results suggest a possibility that the jigsaw method could be more conducive to a more desirable approach to studying than the lecturing method. However, there is not enough statistical evidence to draw a conclusion for such a contention. Feedback on the jigsaw method collected in the focus group interviews shows that the participants in general acknowledged the advantages of the jigsaw method in helping them learn in the vocational English subject. It is also shown that a cooperative learning environment was established using the jigsaw method. Suggestions for improving the jigsaw method were also received from the participants.|
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