The Effectiveness Of The Jigsaw Strategy In Grammar Instruction On The Achievement And Retention Of Non-Arabic Speakers

Maher DakhilAllah Alsaedi

Abstract


Arabic grammar is a key element in the study of Arabic for non-native speakers, and teacher-centered methods have been found to restrict learners' involvement and retention of grammatical concepts. The study aimed at investigating the effectiveness of the Jigsaw cooperative learning strategy in enhancing achievement and learning retention of non-native speakers. A quasi-experimental design was used involving 72 male fourth-level students at the Institute of Teaching Arabic to Non-Native Speakers, Islamic University of Madinah. Participants were divided into two groups: the experimental group (n = 36) received Jigsaw-based instruction, and the control group (n = 36) received conventional instruction. A 63-item grammar achievement test was used to collect data and was administered as a pre-test, post-test, and delayed test 21 days after instruction. The instrument showed good reliability (split-half = 0.865, Cronbach's α = 0.839). Pre-test results confirmed group equivalence (t = 1.271, p = 0.208). Post-test results showed statistically significant differences, with the experimental group scoring higher (t = −4.156, p = 0.001). The experimental group showed better retention on the delayed test, although no significant difference was found between post-test and delayed-test performance. The results support the Jigsaw strategy as an effective approach for teaching Arabic grammar.


Keywords


Jigsaw; Strategy; Cooperative Learning; Arabic Grammar; Student Achievement

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References


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DOI: https://doi.org/10.18860/ijazarabi.v9i4.45312

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