Literaturnachweis - Detailanzeige
| Autor/inn/en | Nnamani, Ogechi; Hadebe-Ndlovu, Blanche Ntombizodwa; Okeke, Chinedu I.; Ede, Moses Onyemaechi |
|---|---|
| Titel | Effect of Jigsaw and Team Pair-Solo Cooperative Learning Strategies on Interest in Basic Science of Primary School Children with Visual Impairment |
| Quelle | In: Psychology in the Schools, 60 (2023) 7, S.2430-2446 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Okeke, Chinedu I.) ORCID (Ede, Moses Onyemaechi) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0033-3085 |
| DOI | 10.1002/pits.22866 |
| Schlagwörter | Cooperative Learning; Elementary School Students; Students with Disabilities; Visual Impairments; Program Effectiveness; Science Instruction; Student Interests; Lecture Method |
| Abstract | This study investigated the effect of the Jigsaw and Team-Pair Solo cooperative learning strategies on interest in Basic Science of primary school children with visual impairment. This is a pretest-posttest control group with a follow-up design study. A total of 56 students in Enugu State of Nigeria were randomized into one of two groups, n = 27 (male: n = 18; female: n = 9) for the treatment group and n = 29 for the control group (male: n = 20; female: n = 9). A Learner's Interest Rating Scale was used as an outcome measure. The results showed that there was a significant difference in the interest of students with visual impairment exposed to intervention strategies and those exposed to conventional-lecture strategy in favor of those exposed to intervention strategies. This concluded that Jigsaw and Team Pair-Solo cooperative learning strategies are effective treatment strategies that enhance the interest of students with visual impairment in Basic Science. (As Provided). |
| Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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