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dc.contributor.authorAlshammari, Norah Mashouj
dc.date.accessioned2015-09-17T12:12:42Z
dc.date.available2015-09-17T12:12:42Z
dc.date.issued2015
dc.identifier.urihttp://hdl.handle.net/1951/65742
dc.description.abstractThe purpose of this study was to investigate the effects of cooperative learning on academic performance of college students in Saudi Arabia. This experimental quantitative study sought to answer the research question: How would jigsaw cooperative learning strategy affect college students' academic performance in Saudi Arabia compared to the traditional teacher- centered approach? The study involved 40 females ranging in age from 20 to 25, in an education course in Hail City. Over a period of four weeks, the researcher conducted the study in two classes: one class was the control group, and the other was the experimental group. The experimental group was taught by using a jigsaw strategy while the control group was taught by using a traditional teacher-centered lecture. The results showed students who were taught by the jigsaw strategy had a better understanding of the content as compared to the students who were taught by lecture. Therefore, the conclusion of this study is that the cooperative learning had a positive impact on students' academic performances in Saudi Arabia.en_US
dc.language.isoen_USen_US
dc.rightsCC0 1.0 Universal*
dc.rights.urihttp://creativecommons.org/publicdomain/zero/1.0/*
dc.subjectResearch -- Methodology -- Study and teaching (Higher) -- Case studies.en_US
dc.subjectCollege students.en_US
dc.subjectStudents -- Saudi Arabia.en_US
dc.titleEffects of cooperative learning on academic performance of college students in Saudi Arabia.en_US
dc.typeThesisen_US


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CC0 1.0 Universal
Except where otherwise noted, this item's license is described as CC0 1.0 Universal