THE EFFECT OF JIGSAW TECHNIQUE IN ART EDUCATION LESSON ON THE EMOTIONAL INTELLIGENCE LEVELS OF UNIVERSITY STUDENTS

Sehran Dilmaç

Abstract


This paper was conducted to determine the effect level of the art lesson, which is taught in collaboration with the Jigsaw technique, on the emotional intelligence of undergraduate students. In the research, the pretest-posttest control group pattern of the experimental method was used. The data of the research were collected with the ‘Emotional Intelligence Feature Scale Short Form’ developed by Petrides and Furnham. The study consists of 30 students, including 15 experimental and 15 control groups, who took applied art education courses at İzmir Katip Çelebi University in the fall semester of the 2019-2020 academic year. Research in the fall semester 2019-2020 academic year in Turkey, Izmir Katip Çelebi University in applied arts course consists of 30 students, including 15 experimental and 15 control group. Shapiro-Wilk test was applied according to test results for each scale regarding whether the study showed normal distribution or not. To examine the difference between the pretest scores of the control and experimental groups, t-test was applied to independent groups and covariance analysis (ANCOVA) was used to examine the significant difference. As a result of the research, it was observed that there was a significant difference in favor of the experimental group between the posttest of the experimental group in which the cooperative learning approach was applied and the post-test mean scores of the groups according to the results of the t-test analysis for the independent samples conducted for the control groups where the activity was not applied.

 

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emotional intelligence, art education, cooperative learning

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DOI: http://dx.doi.org/10.46827/ejes.v0i0.2918

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