A Case Study on Students' Motivation and Jigsaw Learnings' Results

Motivation theory

Theories of motivation have several common elements, most remarkably that motivation is multidimensional and has broadly differentiated into different approaches and theories. In the expectancy theory, motivation, as described by Biggs (1999) and Marzano, Pickering & Pollock (2001) is a function of both “competence and relevance”. When a student believes that the task has value and is capable to complete, they are more likely to be motivated to complete it.

Self-concept theory expanded expectancy theory’s idea that the learner has an optimistic view of self-concept (Rosenburg & Kaplan, 1982) and because of the experience of success, the learner expects to succeed again. Attribution theory is about how students percept their successful experience as ability or effort expenditure. It is highly related to Dweck’s theory on fixed and growth mindset. If learner attribute success to ability only, they may result in poor motivation for additional effort. Lastly, self-efficacy theory focused on students’ beliefs in their capabilities and the relation of how can it affect affect motivation. A combination of ability, hard-work and persistence are accountable for whether learners can meet the demand of a task. For students who have strong metacognitive skills usually can demonstrate a highly developed sense of efficacy.

Jigsaw cooperative learning

Cooperative learning is a technique requires students to work together. It is highly structured and are with specific tasks that students cannot be obtained by working individually or competitively (Johnson, Johnson & Holubec, 1986; Kagan, 1990). One of the cooperative learning technique used in the current study is jigsaw learning method. Jigsaw cooperative learning is a type of...

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