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

Abstract

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.

A mixed method evaluation of cooperative learning using jigsaw classroom model in clinical pharmacology course

“…In terms of health professional education, several studies have been reported to enhance the signi cant addition of jigsaw teaching methodologies to motivate students' critical thinking, motivational participation, engagement and learning outcome in various countries. 40,41…”

Enhancing College Students’ Procedural Knowledge of Physics Using Blended Jigsaw-IV Problem-Solving Instruction

“…As a result, innovative active learning methods are required to solve the law achievement of college students. As such this study contributed by employing two active learning methods such as problem solving strategies (PSS) and the Jigsaw-IV method of teaching (J-IV).But both of them has the following drawbacks such as the Jigsaw-IV method of teaching emphasized interaction between the groups but ignore competitive spirit between learners (Aydin & Biyikli, 2017;Jainal & Shahrill, 2021;Mohammad & Hamadneh, 2017;Shakerian et al, 2020).But the problem solving strategies intensified the competition between the individuals. This is also a significant gap in the literature (Albay, 2019;Junsay, 2016;Rohma, 2018;Surif et al, 2020).…”