Investigating the Effect of Teaching based on participatory learning of Jigsaw type on Student's Social Competitiveness

The purpose of this study was to investigate the Effect of Teaching based on participatory learning of Jigsaw type on Students' Social Competitiveness. This
research based on the main strategy; is quantitative, based on analytical technique; is whole experiment type of pre-test and post-test design with the control group. The statistical population of this study was students of the sixth grade of Kermanshah schools in the academic year of 96-97. The sampling method was purposeful and the students were divided into two experimental and control groups. The sample size was determined using Cohen table (1986), taking into account α = 0.50, and the number of subjects in each group was 19 and a total of 38 people were selected. The book of thinking and research in the experimental group was taught using a participatory learning method of Jigsaw type and in the control group with traditional teaching methods in schools. To assess the social adequacy of students, the questionnaire of perceived social adequacy questionnaire (PSCS) was used by Anderson Boucher et al. (2007) with α = 0.79. The data were analyzed by using the Univariate covariance analysis (ANCOVA) with spss.vs.22 software. The result of the analysis showed that after modifying the pre-test scores, the effect of the factor between the subjects (membership in the experimental group and using the Jigsaw method, membership in the control group and the lack of use of the Jigsaw method) on the dependent variables of Social adequacy (F(38,1)=6/12, <0/05, Partial 2 =0/689), was significant and caused a difference between the level of social adequacy in the control and experimental groups. The findings of the present study reveal the need for attention to the teaching of participatory learning and its positive effects in schools.