Effect of Jigsaw Co-Operative Learning Method in Improving Cognitive Skills among Medical Students

Kumar, C.S. Vinod; Kalasuramath, Suneeta; Patil, Satish Sharanappagouda; Kumar, Khushvinder; Taj, K.R. Shama; Jayasimha, V.L.; Basavarajappa, K G; Patel, Shashikala; Kukkamalla, Anand; Chacko, Thomas V

doi:10.20546/ijcmas.2017.603.018

Cited by 27 publications

(25 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The results underlined that both Team‐Game Tournament and Jigsaw promoted students' conceptual understanding in the context of the Hormone Biochemistry course. Cooperative learning techniques were beneficial to enhance students' understanding and remedy misconceptions as mentioned by the literature and the results of these researches are consistent with the results of the present study. It was also found that Jigsaw was more effective than Team‐Game Tournament in enhancing students' understanding, different from the results of However, the result is consistent with the results of , in which Jigsaw promoted more achievement than the other techniques.…”

Section: Resultssupporting

confidence: 92%

Comparison of two different techniques of cooperative learning approach: Undergraduates' conceptual understanding in the context of hormone biochemistry

Mutlu

2017

Biochem Molecular Bio Educ

View full text Add to dashboard Cite

The purpose of the research was to compare the effects of two different techniques of the cooperative learning approach, namely Team-Game Tournament and Jigsaw, on undergraduates' conceptual understanding in a Hormone Biochemistry course. Undergraduates were randomly assigned to Group 1 (N = 23) and Group 2 (N = 29). Instructions were accomplished using Team-Game Tournament in Group 1 and Jigsaw in Group 2. Before the instructions, all groups were informed about cooperative learning and techniques, their responsibilities in the learning process and accessing of resources. Instructions were conducted under the guidance of the researcher for nine weeks and the Hormone Concept Test developed by the researcher was used before and after the instructions for data collection. According to the results, while both techniques improved students' understanding, Jigsaw was more effective than Team-Game Tournament. © 2017 by The International Union of Biochemistry and Molecular Biology, 46(2):114-120, 2018.

show abstract

Section: Resultssupporting

confidence: 92%

Comparison of two different techniques of cooperative learning approach: Undergraduates' conceptual understanding in the context of hormone biochemistry

Mutlu

2017

Biochem Molecular Bio Educ

View full text Add to dashboard Cite

show abstract

“…Previous studies had reported that the use of the Jigsaw approach in teaching could be effective in enhancing students' learning [6][7][8]. The Jigsaw approach could be effective for aiding students'  ISSN: 2089-9823 comprehension and students' motivation to learn (ibid).…”

Section: Introductionmentioning

confidence: 99%

“…Majority of the students' responses were found to be positive as they found that the Jigsaw approach facilitated their understanding of the subject content [8]. However, some argued that this approach was time consuming and some students might not want to work in groups as they were used to the traditional way of learning [7,10].…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Enhancing primary students’ understanding of social studies through the Jigsaw approach

Jawawi

Mahari²,

Amjah

et al. 2019

EduLearn

View full text Add to dashboard Cite

This study aimed to examine the implementation of the Jigsaw approach in teaching primary social studies in Brunei Darussalam. The topic selected for this study was on 'The Reign of Sultan Omar Ali Saifuddien III 1950-1967'. The sample consisted of 25 primary students in a Year 6 class. The methodology of this study was an action research. Among the instruments used were tests, observations, interviews, and students' journals. The findings showed that the students' test results had improved, indicating the effectiveness of the Jigsaw approach in teaching social studies. It was observed that there were positive developments in students' communication skills as well as their participation in the class activities. The students' motivation to learn was mostly positive as they enjoyed learning cooperatively in the given activities. However, the challenge of implementing this Jigsaw approach was the role of the teacher as a facilitator in this approach. Future research should continue to examine the different ways of teaching social studies that could involve students' active participation in the teaching and learning process.

show abstract

“…The jigsaw method, or more broadly CL, has recently experienced more widespread adoption in both high school and tertiary levels (Carrol, ; Perkins and Saris, ; Doymus, ; Jansoon et al, ; Doymus et al, ; Karacop and Doymus, ; Warfa, ; Apugliese and Lewis, ; Karacop, ). Studies in health and medicine education include undergraduate teaching of biology (Slish, ), pharmacology (Depaz and Moni, ), physiology (Bhandari et al, ), veterinary anatomy dissection (Salomaki et al, ), dentistry (Sagsoz et al, ) and medicine (Buhr et al, ; Walker et al ; Kumar et al, ).…”

Section: Introductionmentioning

confidence: 99%

Using the Jigsaw Method to Teach Abdominal Anatomy

Oakes

Hegedus

Ollerenshaw

et al. 2018

Anatomical Sciences Ed

View full text Add to dashboard Cite

This study evaluates a cooperative learning approach for teaching anatomy to health science students incorporating small group and peer instruction based on the jigsaw method first described in the 1970's. Fifty-three volunteers participated in abdominal anatomy workshops. Students were given time to become an "expert" in one of four segments of the topic (sub-topics) by allocating groups to work-stations with learning resources: axial computerized tomography (CT) of abdominal structures, axial CT of abdominal blood vessels, angiograms and venograms of abdominal blood vessels and structures located within abdominal quadrants. In the second part of workshop, students were redistributed into "jigsaw" learning groups with at least one "expert" at each workstation. The "jigsaw" learning groups then circulated between workstations learning all sub-topics with the "expert" teaching others in their group. To assess abdominal anatomy knowledge, students completed a quiz pre- and post- workshop. Students increased their knowledge with significant improvements in quiz scores irrespective of prior exposure to lectures or practical classes related to the workshop topic. The evidence for long-term retention of knowledge, assessed by comparing end-semester examination performance of workshop participants with workshop nonparticipants, was less convincing. Workshop participants rated the jigsaw workshop highly for both educational value and enjoyment and felt the teaching approach would improve their course performance. The jigsaw method improved anatomy knowledge in the short-term by engaging students in group work and peer-led learning, with minimal supervision required. Reported outcomes suggest that cooperative learning approaches can lead to gains in student performance and motivation to learn. Anat Sci Educ 00: 000-000. © 2018 American Association of Anatomists.

show abstract

Effect of Jigsaw Co-Operative Learning Method in Improving Cognitive Skills among Medical Students

Cited by 27 publications

References 13 publications

Comparison of two different techniques of cooperative learning approach: Undergraduates' conceptual understanding in the context of hormone biochemistry

Comparison of two different techniques of cooperative learning approach: Undergraduates' conceptual understanding in the context of hormone biochemistry

Enhancing primary students’ understanding of social studies through the Jigsaw approach

Using the Jigsaw Method to Teach Abdominal Anatomy

Contact Info

Product

Resources

About