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Effects of Jigsaw II On Academic Achievement
Effects of Jigsaw II On Academic Achievement
Reference
The objectives of this study was to as certain that the learner centred learning, that is
cooperative learning techniques is more effective than the traditional learning method. This is
because in traditional learning method, the learners with limited proficiency receive less
communication from their teacher and peers. The traditional method causes different skills
development for different people, which is why pupils can demonstrate different levels of
working together to achieve academic objectives and the instructional procedures that
structure the students' collaborative efforts. Jigsaw II is a cooperative learning model that
involves small groups of students(2 – 4 students) teaching each other the subject matter.
Eventually, the students become the "experts" with success dependent upon student
cooperation. Jigsaw II was used to see if it could produce superior academic achievement
compared to the traditional learning method which is more towards teacher-centered whole-
which the learners become passive recipients of knowledge. But in recent years instructional
process was seen to have greater emphasis on cooperation-based learning. This interactive
learning-teaching method enables the students to work in cooperation in small groups (2 – 4
together in small, fixed groups on a structured task. In order to achieve the purpose of the
instruction, each member of the group must have accountability.When every member of the
group is accountable to learn all required material, all students would feel more comfortable
with their roles in the group. Mutual understanding and the trust among the group members
further enhance the effectiveness of the cooperative learning environment. This would enable
each student perform well in evaluation individually; and eventually contribute to the group’s
excellent performance. 48 students who were offered English-medium education were chosen
based on their midterm results and quiz results for the purpose of this study. These students
were divided into two groups: 1. Experiment Group; and, 2. Control Group. Each group is
consists of 24 people, and they share the same qualities in terms of department and male-
female numbers.The students’ first mid-term results were used as a tool to determine the
experimental group and control group as it was a standardized exam applied by the
department of foreign languages. The means of both groups were almost the same and they
were equal in terms of their exam results.At the end of the instructional process, the students
would be evaluated. They would have to sit for a final test, a 50-question-quiz; which is
designed by the researcher focusing on the points covered during the Jigsaw II.There were
two groups; experimental and control group were involved in this experiment.The reason for
the students in the Jigsaw II group had higher scores than those in the control group can be
attributed to the fact that students in the cooperative (Jigsaw II) group completely learn their
subject topics by fulfilling their individual responsibilities, make their friends understand the
topic, have effective interactions with their friends, and are all actively involved in the
learning process.
In my opinion, The proficiency of the students in the target language is expected to be
a setback in this Jigsaw II technique. In order to contribute to the group the students should
possess the certain level of knowledge in the language. The factor is most likely would effect
the smooth flow of sharing information in the group. The element of dissatisfaction among
the group members might hamper the objective of the instruction process.The accountability
of each member of the group, preparing and contributing information to the group. If one
member of the group fail to prepare for the task which was given to their group, this will halt
the smooth flow of the discussion. There are chances where one or two members of the group
do not have the accountability. These kind of students will choose to ride on the back of other
group members; and, whenever a task is given to them.Next is the formation of the “expert
group”. The chances of getting an “expert sheet” for each and every group for they are the
ones who are going to ensure that the activity given is being carried out
accordingly.However, all these issues could be overcome by the careful planning of the