%0 Journal Article
%T Comparing the effectiveness of Jigsaw teaching method and Ganieh teaching model on students' academic self-concept and problem solving perception
%J International Journal of Nonlinear Analysis and Applications
%I Semnan University
%Z 2008-6822
%A Haghighi-Tabar, Mehdi
%A Tabatabaee, Toktam Sadat
%A Jafar Tabatabaee, Samane Sadat
%A Ghanifar, Mohammad Hassan
%D 2024
%\ 07/01/2024
%V 16
%N 1
%P 253-261
%! Comparing the effectiveness of Jigsaw teaching method and Ganieh teaching model on students' academic self-concept and problem solving perception
%K Jigsaw teaching method
%K Ganieh teaching model
%K academic self-concept
%K Problem solving perception
%R 10.22075/ijnaa.2023.31486.4641
%X The students of every society are its fundamental assets, and the survival of every society and its status depend more than anything on its students, in this regard, the present study aims to compare the effectiveness of the Jigsaw teaching method and the Ganieh teaching model on self-concept. Academic and problem-solving perception of students was done. The current research is a semi-experimental type with a pre-test and post-test design with a control group. The target population of the present study was formed by the eleventh-grade boys of Birjand in the academic year 2021-2022. 90 male students in the 11th grade of mathematics were randomly selected based on the size of the population and Morgan's table and answered questionnaires on academic self-concept and problem-solving perception. Then, based on the power of the test and the size of the effect, the number of 45 students whose academic self-concept score and problem-solving perception are less than the cutoff score (score 70 and 45), respectively, were selected by the available sampling method and randomly. They were assigned to three experimental groups (15 people using the jigsaw teaching method), the second experimental group (15 people using the teaching method based on the Ganieh model) and the control group (15 people). The results show that the observed difference between the mean scores of self-concept and perception of problem-solving of the participants of the experimental-control groups in terms of group membership in the post-test phase is significant with 95% confidence $(P<0.05)$. The amount of intervention for self-concept is 0.68 and the perception of problem-solving is 0.72. Also, the effectiveness of the jigsaw teaching method and the Ganiyeh teaching model on academic self-concept and problem-solving perception of students was different, and the difference in averages shows that the jigsaw teaching method is more effective.
%U https://ijnaa.semnan.ac.ir/article_8688_c4fa90a3c2e57c2ec0dfe169bb56b1e5.pdf