An analysis of the implementation and the effect of jigsaw and think-pair-share cooperative learning strategies on ninth grade students' achievement in Algebra I

The purpose of this study is to investigate the effectiveness of the think-pair-share cooperative learning strategy and the jigsaw cooperative learning strategy in improving ninth-grade students' achievement in Algebra I. Cooperative learning theory is one of the most effective theories that is applied in Algebra I classrooms. Cooperative learning gives students the opportunity to work in mixed-ability groups to help each other learn. In addition, students in cooperative learning groups work together to achieve a common goal.;The researcher implemented a mixed-methodology design that included quantitative and qualitative instruments. The researcher drew the research sample of 54 students from three high school Algebra I classes. The experimental groups and control group consisted each of 18 students. The experimental groups learned using think-pair-share and jigsaw cooperative learning strategies, whereas the control group learned using the traditional teaching method. One mathematics teacher taught all of the groups. The research instruments included a pre-/post benchmark assessment, a post attitudinal survey, a classroom observation tool form, and a teacher interview questionnaire. The interview and classroom observations were used to document the teacher's perceptions about using the think-pair-share and jigsaw cooperative strategies in Algebra I classroom and the classroom behaviors associated with the implementation of strategies. The pre-/post benchmark assessment was used to determine if the think-pair-share and jigsaw cooperative learning strategies had an effect on ninth-grade students' achievement in Algebra I. The post attitudinal survey was used to determine the impact of the think-pair-share and jigsaw cooperative learning strategies on students' attitude toward Algebra I.;There was a statistically significant difference between the think-pair-share cooperative learning group and the traditional teaching group. Also, a statistically significant difference was found between the jigsaw cooperative learning group and the control group. However, there was no statistically significant difference found between the think-pair-share cooperative learning group and the jigsaw cooperative learning group. The students believed that the think-pair-share and jigsaw cooperative learning strategies were both useful in learning Algebra I. The mathematics teacher perceived the think-pair-share and jigsaw cooperative learning strategies as important strategies that could improve the learning outcomes of students in Algebra I.