The effect of using jigsaw technique in teaching Scratch program on students' attitude, achievement and retention

The purpose of this study is to investigate the effect of using Jigsaw technique on students' attitudes toward 6th grade ICT lesson, specifically, Scratch programme unit, and their academic achievement and retention of knowledge. A pre-test, post-test quasi-experimental design was employed in the study. Sixty students (30 for each), who were attending to the Sadi Turgutlu Secondary School in Manisa country in Turgutlu 2015-2016 academic year, involved in experimental and control groups equally. In the control group, the lessons were processed by means of the methods indicated in the existing curriculum; while the experimental group received was instructed using the Jigsaw technique in the "Scratch Programming" unit, each for seven weeks. The experimental and control groups received attitude scale and developed researcher-made academic achievement tests as the pre, post and retention tests. Data collected based on the responses of the students to the retention test were obtained eight weeks after the first implementation. The data were analyzed using the SPSS 23.0 program. The results indicated that instructing with Jigsaw technique positively affected the attitudes of the students toward the ICT lesson, as well as increasing their achievements and providing high retention. KEY WORDS: Jigsaw Technique, Cooperative Learning, Scratch, Coding