Global Advanced Research Journal of Educational Research and Reviews (GARJERR) ISSN: 2315-5132

February 2016, 5(2): pp. 028-031

Copyright © 2016 Global Advanced Research Journals

Review

Effect of Jigsaw technique of Cooperative learning (JCL) on academic achievement of Secondary School Students

Gul Nazir Khan

University Of Peshawar Pakistan

E-mail: gulnazir515198@gmail.com

Accepted 06 February, 2016

Abstract

The study is about the effect of jigsaw cooperative learning on the academic achievement of Students at secondary level in District Peshawar of Khyber Pakhtunkhwa, Pakistan. The objective of the study is to evaluate the effectiveness of Jigsaw on the academic achievement of chemistry students at secondary level. Jigsaw cooperative learning comprised the following steps. 1: Students works in small groups, each student is given separate topics. They studied it and discussed it. 2: Students then move to expert groups comprising student having assigned the same topic. At this stage student are completely proficient in their topic through peer tutoring and discussion. 3: The students then return to their home group where they present the topic to remaining members of the home group. Students of 9th grade were selected for the study because the diversification of science into branch subjects as physics, Chemistry and Biology starts from grade-9 in the Government school of Khyber Pakhtunkhwa province. Two Government schools located in the heart of Peshawar city were selected as a convenient sample for the study. The two Schools were named as School-1 and School-2. Chemistry subject was selected as the investigator is working as subject specialist in the aforementioned subject in one of the Government higher secondary school of Khyber Pakhtunkhwa province. At the onset of the study pre academic test were conducted from the students of both the experimental and control groups of both the schools. The students of the Grade-9 of both the schools were divided into control group and experimental group. Two teachers having almost equal qualification and teaching experience were selected for teaching to groups, i.e. control and experimental groups. To the control group traditional teaching were carried out in the presence of their own teacher. The experimental groups of both the schools were also taught by their own teacher with jigsaw cooperative learning in the presence of investigator. The investigator first gave some training regarding jigsaw techniques. The two groups of the two schools were taught for a period of 45 days. Efforts were taken to give both the groups’ equal time of engagement. The time of engagement for each class i.e. control and experimental, were 45 minutes. Finally individual quiz was administered to assess the students’ performance. The time duration applying for jigsaw method were 12 weeks. The data obtained through pre-tests and post-test were analyzed through spss. The study revealed that experimental group of both the schools outnumbered in academic achievement than control group. The implications were discussed. 

Keywords: cooperative learning, jigsaw, self esteem, classroom life instrument, Khyber Pakhtunkhwa, Peshawar