The Effects of Jigsaw Learning on Students’ Knowledge Retention in Vietnamese Higher Education

Abstract

As part of an experimental study on the effects of jigsaw learning on Vietnamese tertiary students' longer term achievement in a course of Management of Education and Administration, knowledge retention after one month was investigated. As reported in our previous papers, students in the cooperative jigsaw group (N = 40), perceived their instruction as more cooperative and more student-centered, and less teacher-centered than did those in the lecture group (N = 40). They also obtained significantly higher scores on a post experiment achievement test than did the others. Results indicate that in general students in the cooperative jigsaw group appreciated most working with others and getting help, discussing and sharing information and teaching others, and enjoyed the jigsaw context. This paper furthers that analysis by investigating students' knowledge retention. The findings show that a month after the experiment, students in the jigsaw group had greater long-term achievement than those did in the lecture group. However, students in both groups had a similar percentage of knowledge retention on the delay test of achievement. They retained nearly all of what they had learned (approximately 99 percent of knowledge) a month after the six weeks of the instruction.

Pengaruh Model Pembelajaran Kooperatif Tipe Jigsaw Terhadap Pemahaman Konsep Ipa Siswa

“…Penelitian yang dilakukan oleh Dwipayana et al (2017) menunjukkan bahwa siswa yang belajar dengan model pembelajaran kooperatif tipe Jigsaw memiliki penguasaan kompetensi pengetahuan IPA yang lebih tinggi dibandingkan dengan siswa yang belajar dengan model pembelajaran konvensional. Penelitian yang dilakukan oleh Dat (2016) menyatakan bahwa model pembelajaran koopertaif tipe Jigsaw dapat meningkatkan retensi pengetahuan siswa. Hasil penelitian Antara (2014) menunjukan bahwa siswa yang belajar dengan model pembelajaran kooperatif tipe Jigsaw memiliki pemahaman konsep dan sikap ilmiah yang lebih tinggi dibandingkan dengan siswa yang belajar dengan model pembelajaran konvensional.…”

Jigsaw as a community learning strategy: Improving students' social attitudes in digestive system material

“…The task of becoming an expert makes each student active and responsible for their learning. Therefore, the success of the jigsaw group is determined by the ability of an expert in presenting the material to their group (Tran, 2016). The role of an expert in explaining material to his/her friends can be nurturing the self-confidence of students so that it will improve their cognitive abilities (Al-salkhi, 2015;Halley et al, 2013;Juweto, 2015).…”

Perception analysis of students and faculty of a recently implemented Interactive Teaching session in Anatomy using ‘Jigsaw Technique’ in a north Indian medical college

“…Since all the students are an important piece of the jigsaw puzzle, this feeling of having an important role in building up the complete/big picture, the feeling of satisfaction by sharing their knowledge with their peers, the feeling of being involved in the process of learning helps enhance each students' central role in the construction of new knowledge. 13 Students who favoured traditional lectures over the Jigsaw method were of the opinion that the Jigsaw was more time consuming, an opinion also echoed by 2 of the faculty facilitators. Other respondents mentioned that due to different levels of understanding, some peer tutors were not able to explain their topic properly which lead to knowledge gaps in key concepts.…”