Jigsaw Approach in Cooperative Learning: Its Effect in Problem Solving Skills for Physics

Abstract

This study was conducted to determine whether or not the jigsaw approach as a cooperative learning strategy can significantly improve the problem solving skills in physics of the First Year Pharmacy students of the University of the Immaculate Conception for School Year 2011-2012. The researchers used the quasi-experimental design and purposively chose one class with forty students to compose the experimental group and another class of the same size to form the control group. The students from the experimental group were supervised through the jigsaw approach for three weeks as they studied Newton’s 2nd Law of Motion. The test scores from the 50-multiple choice-item Physics Questionnaire (α = 0.90) were the data used in the study. Frequency count, percentage, mean, standard deviation, and t-test were the statistical tools employed in the analyses of the data. Findings of the study revealed that the problem solving skills in physics of the Pharmacy students were significantly improved by the jigsaw approach. The researchers also employed a focus group discussion for the triangulation of the method which validated that students who were subjected to jigsaw approach became more proficient, responsible, facilitative, and approachable as learners. The students felt that they needed to study not only for themselves but also for their group mates.

The Utilization of Jigsaw Strategy in Teaching Health among Grade 3 Students

“…The students' scores in the posttest were now This gives the researchers the idea that the students who are part of the group who are assigned to learn and discuss to their groupmates the sub-topic about environment and values did a great job in doing their tasks. This idea is supported by Limjuco & Gravino (2012) wherein in their study, they found out that students who were exposed to the Jigsaw strategy improved their proficiency, responsibility, facilitation, and approachability as learners. The students believed that studying is important for both themselves and their fellow group members.…”