On the Effect of Jigsaw Participatory Teaching Method on Test Anxiety، SelfEfficacy and Academic Adjustment of Fourth Grade Elementary Male Students

The aim of this study was to determine the effectiveness of Jigsaw teaching method on test anxiety، self-efficacy and academic adjustment of male students in science. The research method was quasi-experimental in which a pre-test-post-test design with unequal control group was used. The participants of the study were 55 male students of the fourth grade of an elementary school in Khoy in the academic year of 97-98. The participants were selected by convenience sampling method and were randomly assigned to the experimental and control groups. Test anxiety، self-efficacy and academic adjustment questionnaires were completed by the subjects. The subjects of the experimental group received 51 sessions of Jigsaw teaching method and the control group continued their normal class programs، i.e. lecture method. In order to analyze the data، various descriptive and inferential statistical methods and techniques including mean، standard deviation، analysis of covariance were used. The findings showed that Jigsaw teaching method had a more positive effect on reducing test anxiety، increasing self-efficacy and academic adjustment in contrast to lecturing. The present study contains strategies that science teachers can use.