Investigating the effect of the jigsaw teaching method and the learning teaching method to the extent of mastery on the academic progress of sixth grade students in the 2nd district of Bandar Abbas city in science.

Master's thesis in the field: Educational Management M.A.)

Abstract: The purpose of this research is to study the effect of the jigsaw teaching method and the teaching method of learning to the extent of mastery on the academic progress of students in the sixth grade of Bandar Abbas city. This research was carried out using a quasi-experimental method and using a pre-test and post-test design of the control group and the experimental group. The statistical population of this research is the sixth grade students of District Two There were 2817 students in the city of Bandar Abbas in the academic year of 92-93, of which 1484 were male students and 1333 were female students. Using random stratified cluster sampling, 80 students were selected from among the elementary schools of the 2nd district of Bandar Abbas, two schools for boys, Danesh and girls, for the purpose of study. The experimental group has been included as a research sample. The collected data and information were analyzed using spss software and the covariance method. The results and findings of the present study confirm the general hypothesis of the research. That is, the jigsaw teaching method and the teaching method at the level of mastery have a significant effect on the academic progress of sixth grade students in Bandar Abbas city.

Key words: jigsaw teaching method, teaching method at the level of mastery, academic progress of elementary students. Sixth.

Introduction

"Indeed, hearts get tired, just like bodies get tired, so seek for new and newly found wisdom for these hearts. "Hazrat Ali (AS)

The future that is predicted today will come. If we know how the future should be, we can influence it. In the classrooms, our children use the methods that were used fifty years ago, and if we want to prepare them for the future, we must find a correct understanding of modern educational methods.

Since scientific rules and human knowledge are constantly being developed and replaced, we must have knowledge. Students learn the skills of learning science so that they never get stuck. Collaborative learning or teaching through cooperation is a new approach in the world of education, the main goals of which are: to get students involved in the learning process, to eliminate the one-dimensional and teacher-centered state of classes, and to create interest and motivation for active learning in students. Considering the rapid changes and developments that occur in science, our students need methods through which they can acquire learning skills. learn better and faster and keep pace with the progress. The cooperative learning method helps students in this matter (Johnson and Johnson [1], 2000). It has been decided. In addition, educational progress has always been important for teachers, students, parents, theorists, and educational researchers. For example, the educational progress of students is considered one of the most important criteria for evaluating teachers' performance, and the academic progress of students depends on the quality of teachers' teaching and the use of active teaching methods. Active teaching methods refer to methods that can strengthen students' activities and turn learning into a two-way flow (Fazli). Khani, 1378 )

Therefore, the teacher should engage the learners with the learning material and teach them the way to know, not just to transfer the information. Sometimes, the teachers teach a lot of material, but later they realize that the students can repeat even a small amount of what has been presented. What is the reason for this? Why, sometimes after giving a detailed explanation about a topic, learners can't retrieve even a small part of that topic? Why do students put pressure on their memory instead of understanding the meaning of the material?

In response to these questions, teachers' inattention to teaching methods, i.e. not using active methods in education, can be considered as the main reason. For this reason, the quality of education in many schools is not at the desired level and students often memorize the material and forget it after the exams are over.The use of active teaching methods makes learning penetrate deep into the students' lives and not only do not simply forget their findings and discoveries, but also apply them in a practical way throughout their lives. In this research, without neglecting other important variables such as academic progress and The effect of the jigsaw teaching method and the learning teaching method were studied and investigated, and it is hoped that it will be an opening for further study and research and a step for the teaching and learning process.

Jigsaw (dividing the subject into different parts)

The jigsaw method is a special collaborative method that has nearly three decades of success and usefulness in various aspects of education, it has been able to reduce Racial conflicts and inequalities, creating a positive and dynamic learning atmosphere, play a valuable role (Robert [2], 2007).

The Jigsaw method has one of the outstanding features compared to other special collaborative learning methods in which people form special and specialized teams around that part of the discussion or topic they have chosen, and this is a special opportunity to practice responsibility skills and other social skills (Aronson [3], 2000).

This method is one of the models of cooperative teaching method that is suitable for educational environments, and it was used by Aronson in 1978. In this method, learners are divided into groups of 4 to 5 people. Aronson formed groups of 6 people, but today, according to the results of research, the number of group members varies depending on the conditions.

Jigsaw method was modified by Slavin in 1986. In this method, students are divided into groups of 4 or 5 people. In this method, all students study a common subject such as a chapter of a book, a short story, or a biography. Those students who study about a common topic form specialized groups and deepen their learning about that topic and then return to their teams to teach what they have learned to other group members. Finally, all students participate in individual tests, and the score of each group is determined based on the average scores of the members of that group, and the groups that reach a certain quorum are successful in obtaining certificates or rewards.

Teaching method of mastery learning

In mastery learning, the most basic concept is "mastery". Although mastery refers to the effectiveness of the joy of learning in creating desirable learning. Anderson and Block say that mastery follows mastery, that is, a person must first master a task in order to become proficient in it. Learners acquire skills by practicing the learning they have already mastered. Therefore, it can be said that mastery is a prerequisite for skill. Developmental and final stage tests, cumulative and cumulative, are possible.

According to Rosenstein's theory, the factors that facilitate the learning process are: step-by-step exercises, exercises based on examples about new skills and concepts, explanatory speeches about the materials to be learned, trying to master the concept or skill and avoiding impatience and re-explaining points. The teacher should try to adapt to the type of lesson and language. Provide appropriate feedback.

Statement of the problem:

    Academic progress is the success of students in one or more subjects (eg: understanding, reading comprehension or numerical calculation), such progress is measured by academic tests. Also, this term refers to a person's progress in class, as evaluated in schoolwork (Maher, 2016).

Academic progress refers to a manifestation of the students' academic status, which may be a grade for a course, the average grades in a course related to a subject, or the average grades of different courses. Various criteria can be considered for academic progress, the most famous of which is the average of the overall grades (Paulson, 1994).