Impact of Expert Teaching Quality on Novice Academic Performance in the Jigsaw Cooperative Learning Method

Autor(en): Berger, Roland 
Haenze, Martin
Stichwörter: ACHIEVEMENT; COGNITIVE LOAD; Cognitive load theory; Cooperative learning; DESIGN; Education & Educational Research; EXPLANATIONS; Instructional quality; KNOWLEDGE; MATHEMATICS; Physics education; Quantitative research; Task difficulty
Erscheinungsdatum: 2015
Herausgeber: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
Journal: INTERNATIONAL JOURNAL OF SCIENCE EDUCATION
Volumen: 37
Ausgabe: 2
Startseite: 294
Seitenende: 320
Zusammenfassung: 
We assessed the impact of expert students' instructional quality on the academic performance of novice students in 12th-grade physics classes organized in an expert model of cooperative learning ('jigsaw classroom'). The instructional quality of 129 expert students was measured by a newly developed rating system. As expected, when aggregating across all four subtopics taught, regression analysis revealed that academic performance of novice students increases with the quality of expert students' instruction. The difficulty of subtopics, however, moderates this effect: higher instructional quality of more difficult subtopics did not lead to better academic performance of novice students. We interpret this finding in the light of Cognitive Load Theory. Demanding tasks cause high intrinsic cognitive load and hindered the novice students' learning.
ISSN: 09500693
DOI: 10.1080/09500693.2014.985757

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