The Development of Cooperative Learning Using Jigsaw Activities for Learning Achievement and Self-directed Learning Behaviors of Master Nursing Students

Kritpracha, Charuwan; Sae-Sia, Wipa; Nukaew, Orawan; Jittanoon, Piyanuch; Chunuan, Sopen; Kaosaiyaporn, Ophat

doi:10.18178/ijiet.2018.8.12.1162

Cited by 7 publications

(7 citation statements)

References 9 publications

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“…These results were supported by [20], who reported the average scores of pre-test of control and experiment groups are nearly the same which were (29.03, 30.58) respectively with no statistical difference between the scores of two groups as p>.05 and added that the jigsaw method is an active method for improving students' learning of the subject as there was a significant difference between two groups with p=.003 in the post-test scores. Also [21] showed in a study on "the development of cooperative learning using jigsaw activities for learning achievement and self-directed learning behaviors of nursing students" that the learning achievement scores after the jigsaw were statistically significantly higher than before the jigsaw as (p<0.01). furthermore [22] stated a significant difference between experimental (jigsaw) and control (traditional) groups regarding retention test (done at Three weeks after the application) and average scores in favor of the experimental group as (p<0.05), which reflects the positive effect of jigsaw strategy in the retention of knowledge.…”

Section: Discussionmentioning

confidence: 98%

“…Additionally [21], concluded in a study on the development of cooperative learning using jigsaw activities for learning achievement and self-directed learning behaviors of nursing students that achievement from studying by themselves promotes students to sustain self-directed lifelong learning and confidence and valued jigsaw activities to be applied in all nursing curriculums.…”

Section: Discussionmentioning

confidence: 99%

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Utilization of Jigsaw Cooperative Learning Strategy on Maternity Nursing Students' Attitude and Achievement

Aliem¹,

Sabry²,

MohyEl-Deen³

2019

AJNS

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Background: cooperative jigsaw learning strategy is a kind of cooperative learning method which has been claimed to minimize the competitiveness in the learning environment by encouraging students for cooperative work. Aim of the present study was to evaluate the effect of the utilization cooperative jigsaw learning strategy on maternity nursing students' attitudes and achievements. Research design: A quasi-experimental study was utilized. Sample: A convenient sample of 310 participants recruited from third-year nursing students at the faculty of nursing at Benha University during the course entitled maternal and newborn health nursing in the academic year 2018-2019. Those students were divided into two groups, control group (160) "lecture group" and study group (150) "jigsaw group". Tools of data collection; 1) self-administered questionnaire, 2) Learning's achievement tool (before and after intervention), 3) Likert attitude scale, 4) cooperative jigsaw opinion sheet, in addition to supportive material related to jigsaw strategy. Results: there were statistically significant differences between jigsaw and lecture groups regarding learning achievements immediately after intervention as p-value≤0.05, also there were statistically significant differences between both groups in follow up test with p-value≤0.001. Additionally, the students in the jigsaw group exhibited a more positive attitude regarding the jigsaw strategy than the students in the lecture group. Conclusion: The jigsaw learning strategy is effective in enhancing maternity nursing students' attitudes and achievements during maternal and newborn health nursing course. Recommendations: Apply cooperative jigsaw learning strategy as a teaching method in nursing student curriculums. Further research is still needed to study the effect of jigsaw learning strategy on clinical achievement.

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Section: Discussionmentioning

confidence: 98%

Section: Discussionmentioning

confidence: 99%

Utilization of Jigsaw Cooperative Learning Strategy on Maternity Nursing Students' Attitude and Achievement

Aliem¹,

Sabry²,

MohyEl-Deen³

2019

AJNS

View full text Add to dashboard Cite

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“…The review study conducted by Jadhav et al aimed to compare different teaching methods with the jigsaw method by presenting several studies, and the researchers also examined various educational outcomes, such as learning, self-motivation, and self-esteem and were influenced by this teaching method (3). In the field of nursing, Kritpracha et al demonstrated the impact of the jigsaw method on enhancing self-directed learning outcomes and success of nursing academic achievements in the students of Prince of Songkla University (Thailand) (20).…”

Section: Discussionmentioning

confidence: 99%

The Use of the Jigsaw Cooperative Learning Technique for the Health Science Students in Iran: A Meta-Analysis

et al. 2020

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Context: Given the importance of learning from both cognitive and non-cognitive aspects of development in medical science education, the selection of appropriate educational strategies is a key structural issue. The jigsaw method is used in cooperative learning to improve cognitive and non-cognitive skills. Objectives: The present study aimed to investigate the status of the jigsaw method as a cooperative learning technique. Methods: This was a review and meta-analysis, in which relevant studies were identified through electronic database searching using specific keywords. The inclusion criteria for the meta-analysis were experimental and quasi-experimental studies. The intervention involved the comparison of the jigsaw method to other methods, and various cognitive and non-cognitive outcomes were assessed. The meta-analysis to determine the summary estimation using comprehensive meta-analysis software was performed using the fixed model method. The heterogeneity of the studies was evaluated based on the I2 index. Results: From the extracted studies (n = 682) with various stages of investigation in the target databases and exclusion of the repetitive cases, 10 articles were selected based on the inclusion criteria, and seven articles with common outcomes were selected for the meta-analysis. The summary estimate of 1.29 (95% CI: 1.07 - 1.51) was calculated, and many outcomes were individually interpreted. Conclusions: The national literature review indicated that the jigsaw method is rarely used in medical education. Considering the impact of this approach on cognitive and non-cognitive skills, the necessary cooperative learning approaches should be developed in the medical education system.

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“…In the same light, the jigsaw was used to test the effectiveness of cooperative learning activities on the improvement of learning achievement and self-directed learning behaviours of 45 master nursing students in the Prince of Songkla University, Thailand [21]. One of the core courses, statistics, was selected to be covered in the study.…”

Section: Perceptions Of Students and Teachers On Cooperative Learningmentioning

confidence: 99%

Approaches of Cooperative Learning across Ministry of Health Nursing Education Institutions in Bamenda-Cameroon: Perceptions of Students and Teachers

Yuh¹

2021

TIJNR

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Cooperative learning is an effective teaching strategy that maximizes student’s learning. A descriptive study involving 219 nursing students and 27 teachers used a self-administered questionnaire to determine the approaches of cooperative learning and perceptions of nursing students and teachers in Bamenda. The study set to assess the use of cooperative learning in Bamenda-Cameroon, identify the techniques implemented, highlight its achievements, challenges and describe students’ and teachers’ perceptions. The table of random numbers was used to obtain a probability sample of students while teachers were conveniently sampled. Data were collected using a modified Cooperative Learning Implementation Questionnaire and analysed using SPSS version 20.0 at an alpha level of 0.05. Descriptive statistics was used to summarise numerical data, Correlation analysis through the Pearson Product Moment correlation test was used to test the relationship between cooperative learning and students’ achievement, while t-test was used to compare the perceptions of students and teachers on cooperative learning. The margin of error was set at P ≤ 0.05. Eventually, cooperative learning was noted to be occasionally used in Bamenda, with learning together, think-pair-share, group investigation and peer instruction identified as the methods often used.. The achievements of cooperative learning were affirmed with almost no disadvantage as the use of cooperative learning was observed to always improve students’ achievement. Both groups of respondents indicated their love for cooperative learning and willingness to implement it but did not really agree on how it was implemented. Within the perspectives of this study, it was observed that cooperative learning existed as an informal technique of education in Bamenda.

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The Development of Cooperative Learning Using Jigsaw Activities for Learning Achievement and Self-directed Learning Behaviors of Master Nursing Students

Cited by 7 publications

References 9 publications

Utilization of Jigsaw Cooperative Learning Strategy on Maternity Nursing Students' Attitude and Achievement

Utilization of Jigsaw Cooperative Learning Strategy on Maternity Nursing Students' Attitude and Achievement

The Use of the Jigsaw Cooperative Learning Technique for the Health Science Students in Iran: A Meta-Analysis

Approaches of Cooperative Learning across Ministry of Health Nursing Education Institutions in Bamenda-Cameroon: Perceptions of Students and Teachers

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The Development of Cooperative Learning Using Jigsaw Activities for Learning Achievement and Self-directed Learning Behaviors of Master Nursing Students

Cited by 7 publications

References 9 publications

Utilization of Jigsaw Cooperative Learning Strategy on Maternity Nursing Students&apos; Attitude and Achievement

Utilization of Jigsaw Cooperative Learning Strategy on Maternity Nursing Students&apos; Attitude and Achievement

The Use of the Jigsaw Cooperative Learning Technique for the Health Science Students in Iran: A Meta-Analysis

Approaches of Cooperative Learning across Ministry of Health Nursing Education Institutions in Bamenda-Cameroon: Perceptions of Students and Teachers

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Utilization of Jigsaw Cooperative Learning Strategy on Maternity Nursing Students' Attitude and Achievement

Utilization of Jigsaw Cooperative Learning Strategy on Maternity Nursing Students' Attitude and Achievement