The Effect of Cooperative Learning Based on Experts' Groups (Jigsaw 2) in the Direct and Postponed Achievements for Princess Rahma University College Students in English https://scholarindexing.com/99

This study aims to know the effectiveness of using the Cooperative Learning based on Experts groups’ method on Princess Rahma University College students’ direct and postponed achievement in English 99 course compared with the traditional method. The study sample consists of 141 students males and females from Princess Rahma University College organised in four sections, two sections were chosen randomly from the four sections to form the experimental two sections and their number was 75 students males and females taught by (Jigsaw 2) and the controlled group was 66 students males and females taught by the traditional way. The instruments of the study contains pre-cognitive test for assuring the equality between the two groups, and an achievement test whose validity and reliability was assured, and the results showed that there were statistically significant differences (a=0.01) between the controlled and experimental groups in achievements due to (Jigsaw 2) method which were in favour of the experimental group. Also, the results showed that there were no statistical differences due to gender or the interaction between gender and teaching method variants. The study has a number of relevant recommendations. 

This study aims to know the effectiveness of using the Cooperative Learning based on Experts groups’ method on Princess Rahma University College students’ direct and postponed achievement in English 99 course compared with the traditional method. The study sample consists of 141 students males and females from Princess Rahma University College organised in four sections, two sections were chosen randomly from the four sections to form the experimental two sections and their number was 75 students males and females taught by (Jigsaw 2) and the controlled group was 66 students males and females taught by the traditional way. The instruments of the study contains pre-cognitive test for assuring the equality between the two groups, and an achievement test whose validity and reliability was assured, and the results showed that there were statistically significant differences (a=0.01) between the controlled and experimental groups in achievements due to (Jigsaw 2) method which were in favour of the experimental group. Also, the results showed that there were no statistical differences due to gender or the interaction between gender and teaching method variants. The study has a number of relevant recommendations.