| Title: |
Effect of the jigsaw method on motivation, self-regulation and performance in mathematics : a longitudinal research in vocational high school ; Effet de la méthode en classe puzzle sur la motivation, l’autorégulation et les performances en mathématiques : une recherche longitudinale en lycée professionnel |
| Authors: |
Riant, Mathilde |
| Contributors: |
Laboratoire de Recherche sur les Apprentissages en Contexte (LaRAC); Université Grenoble Alpes (UGA); Université Grenoble Alpes 2020-.; Pascal Pansu; Pascal Bressoux |
| Source: |
https://theses.hal.science/tel-03857265 ; Education. Université Grenoble Alpes [2020-.], 2022. Français. ⟨NNT : 2022GRALH006⟩. |
| Publisher Information: |
CCSD |
| Publication Year: |
2022 |
| Collection: |
Université Grenoble Alpes: HAL |
| Subject Terms: |
Vocational school; Mathematics learning; Self-Regulation; Motivation; Jigsaw classroom; Cooperative learning; Lycée professionnel; Apprentissages en mathématiques; Autorégulation; Classe puzzle; Apprentissage coopératif; [SHS.EDU]Humanities and Social Sciences/Education |
| Description: |
This thesis assesses whether a jigsaw method (Aronson & Patnoe, 2011) impacts the motivation and self-regulation trajectories and the mathematics performance of vocational school students. As motivation and self-regulation are essential for academic success (Dent & Koenka, 2016), it is necessary to build classroom environments conducive to their development. According to Slavin (2014), cooperative learning that strongly structures positive interdependence and individual responsibilities in groups is beneficial to student learning. For this reason, jigsaw classroom that was designed to structure cooperation with learning resources can be beneficial to student learning. However, empirical evidence of its effectiveness on learning, motivation and self-regulation is inconsistent. Some authors suggest jigsaw classroom is more effective when students learn with this method for several months (Roseth et al., 2019). In this thesis, we followed over two school years 5226 vocational high school students divided into three learning conditions: in structured cooperation (jigsaw method), in weakly structured cooperation and in teaching-as-usual. The results of this thesis show no difference in motivation and self-regulation trajectories between the three conditions. However, while the students did not perform better in the months following the experiment, one year later the students who learned with jigsaw classroom performed better than the teaching-as-usual condition. The results of this thesis also reveal that a good implementation fidelity of jigsaw classroom has moderated its impact. Moreover, contrary to the results of Roseth et al. (2019), regardless of the level of students' cooperative attitudes, the jigsaw classroom had no effects on their motivation, self-regulation and performance. We observe, however, that the motivation and self-regulation trajectories differed according to the conditions and the initial level in mathematics of the students. While in weak students who learned in jigsaw classroom and in ... |
| Document Type: |
doctoral or postdoctoral thesis |
| Language: |
French |
| Relation: |
NNT: 2022GRALH006 |
| Availability: |
https://theses.hal.science/tel-03857265; https://theses.hal.science/tel-03857265v1/document; https://theses.hal.science/tel-03857265v1/file/RIANT_2022_archivage.pdf |
| Rights: |
https://about.hal.science/hal-authorisation-v1/ ; info:eu-repo/semantics/OpenAccess |
| Accession Number: |
edsbas.E7302575 |
| Database: |
BASE |