Effect of Jigsaw Strategy on Academic Achievement and Motivation of Science Students: Evidence from Classroom Intervention

Abstract

Effective instruction and learning in science subjects equip students with critical thinking skills, problem-solving abilities, and a profound understanding of the natural world. This knowledge empowers them to make informed decisions, foster innovation, and contribute to scientific progress for the benefit of society as a whole. The aim of this study was to compare the impact of lecture and jigsaw teaching strategies on the academic achievement and motivation of science students. Conducted as a quasi-experimental study, the research involved 52 elementary-grade students divided into two separate classrooms. Through random assignment, one classroom comprised the jigsaw group (25 students), while the other served as the lecture group (27 students). The intervention spanned a nine-week period. A self-developed test and an academic motivation scale were administered before and after the intervention to assess the effects of jigsaw instruction on students' achievement and motivation. The collected data underwent analysis using the Kolmogorov-Smirnov test, Shapiro-Wilk test, and independent sample t-test. The findings indicated a significant difference in the performance and motivation scores of science students between the experimental (jigsaw) and control (lecture) groups. In both instances, students taught using the Jigsaw technique exhibited greater improvement in their mean scores compared to those instructed through the traditional lecture method. As a conclusion, the study recommends the incorporation of the Jigsaw technique in classroom practices to enhance science education.