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Chapter 1

The Problem and Its Scope

Science refers to a system of acquiring knowledge that people have

gained using that system. There are many branches of science but in this study

the researchers use anatomy and physiology as the subject to focus. At colleges

and universities, anatomy and physiology are often combined into one course.

This is because they are branches of the study of biology that are closely related,

anatomy is the study of the parts of the body, and physiology is the study of how

those parts work together. Anatomy and physiology is very important in valuing

life, education, medicine, and the allied science fields. Knowing the system and

anatomy allows for treatment specific to the problem. Anatomy and physiology is

useful in all aspect of science, but student’s encountered difficulties in learning

the lesson specifically in nervous system.

Teachers should choose the right strategy to be used for it might affect the

whole teaching and learning process of students. Teacher should search for new

strategies in teaching anatomy and physiology. Certainly, anatomy and

physiology students have developed a typical traditional approach characterized

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by memorizing or copying of the entire topic discuss. Students have not been

trained in developing their analytical and critical thinking skills Aronson (2014).

Northern Province Department of Education (2001) define cooperative

learning as a concept based on group work in which the learners are responsible

for others’ learning as well as their own learning. A major feature of cooperative

learning is that it involves learner-to-learner interaction in the process of fostering

successful learning. Under cooperative learning is the jigsaw method, this

method is founded by Aronson supported by Stephan and Sikes Blaney in 1978

and was proven to be effective method to the other universities and colleges.

A jigsaw classroom is not a loose, it is anything goes situation. It is highly

structured. Interdependence is required. Jigsaw method is the element of

"required" interdependence among students which makes this a unique learning

method. This interdependence among students encourages taking an active part

in their learning. Becoming a teacher, each student is valuable resource toward

the others (Social Psychology Network, 2014).

Learning from each other gradually diminishes the need to try-out and to

perform individually, because student's learning enhances the performance of the

other students instead of inhibiting it, as is usually the case in most competitive,

teacher-oriented classrooms. Within this jigsaw method the teacher learns to be

a facilitating resource person, and shares in the learning and teacher process

with the students instead of being the sole resource. Rather than lecturing to the
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students, the teacher facilitates their mutual learning, in that each student is

required to be an active participant and to be responsible for what he learns.

According to Social Psychology network (2014), the importance of jigsaw

to the field of science is that it is a remarkably efficient way to learn the material.

But even more important, the jigsaw process encourages listening, engagement,

and empathy by giving each member of the group an essential part to play in the

academic activity. In studying anatomy and physiology students can easily learn

and have a long time to forget information, they can learn while they enjoy what

they are doing. This jigsaw method facilitates interaction among all students in

the class, leading them to value each other as contributors to their common task.

Jigsaw is one of the teaching methods which make students dependent on

each other to succeed in a task. The method breaks classes into groups and

break assignments into pieces that the group assembles to complete the (jigsaw)

puzzle. It was designed by social psychologist Elliot Aronson to help weaken

racial cliques in forcibly integrated schools. The jigsaw method is one of the

teaching strategies used by teachers for effective teaching-learning process.

Jigsaw is well- established method for encourage sharing and learning specific

task. It help student learn cooperation as a group share responsibility in each

other learning.

Teaching is effective when there is cooperation between students, teacher

and conducive-learning environment. By the absence of cooperation in teaching

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and learning, there will be difficulty in learning process. To be more specific, this

study merely focuses on the teacher application of jigsaw and student test in

order to measure how big the rule of jigsaw in improving student academic

performance in anatomy and physiology.

Rationale of the Study

The school institution has vision and mission of promoting quality

education creating students who will become an effective agent of social

transformation. This research will help in the development of the school of

education by providing a reliable and valid research about the performance of

students of biological science taking anatomy and physiology in the first

semester.

If jigsaw as teaching methods is effective in addressing difficulty in

anatomy and physiology then learning this subject will be more comprehensive

and efficient. In teaching anatomy and physiology appropriate teaching strategy

should be use because of the difficulty in the topic.

Anatomy and physiology deal with the study of parts and function of

human body system. This is one of the major subjects need to be passed by all

Biological Science students in Holy Cross of Davao College, Anatomy and

physiology attempts to develop the fundamental understanding of how human

body work. Anatomy and physiology subject contain difficult topics for student
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who are learning new concept and idea that should be based on problem solving

situations where the learner draw on his own past experience and existing

knowledge to discover relationship that will create new truths and facts to be

learned.

This study will conduct to investigate the effectiveness of jigsaw as

teaching method in addressing difficulty in anatomy and physiology subject

addressing difficulty in anatomy and physiology among biological science

students. The significance of this study; is that it can provide Biological science

teachers of Holy Cross of Davao College detail in improving teacher’s method,

instructional plan, and techniques in more effective and efficient method of

teaching through jigsaw, this study will serve as guide to the school

administration in monitoring the student performance in the anatomy and

physiology subject.

The primary purpose of the study is to assess whether or not the jigsaw

approach as a cooperative learning strategy could significantly improve the

academic performance of student in anatomy and physiology. The purpose of

this study is in line with the vision of Johnson and Holubec (2010). These could

help develop positive interdependence, face to face positive interaction,

individual and group accountability, interpersonal skills and develop group

processing. These help develop teamwork and cooperative learning skills within

all students and a depth of knowledge not possible if the students learn all of the

material on their own.

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The beneficiaries of this study will be the HCDC Biology Science Teachers

help them in applying the appropriate teaching strategy in effective teaching

style. The education students major in Biological Science can benefit from the

result. This study can be the basis in application of jigsaw as teaching method for

practicums and for future teaching. This may also help curriculum designers to

consider the jigsaw learning technique as an option to aid teaching delivery. The

HCDC school administration will also benefit in the study because it will monitor

the performance of Biology teacher, their effectiveness and efficiency towards

upholding the quality education. Future researcher will benefit also as they will

use the study for reference purposes. The result of this study is expected to

make improvement in teaching science especially in student’s cooperative

learning.

The delimitation of the study will be the students of Bachelor of Secondary

Education major in Biological Science enrolled for the 1 st semester, SY 2016-

2017 at Holy Cross of Davao College.

Review of Related Literature

This section present the various review of related literature from different books

and articles.
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Jigsaw as Teaching Method

According to Johnson, Johnson and Holubec, (1993) earlier studies have

shown that learners who perform cooperative learning group tasks tend to have

higher academic test scores, higher self-esteem, greater numbers of positive

social skills, and greater comprehension of the content improving their skills. In

this learning arrangement, students work in a group consisting of 5 to 6 members

to ensure their own learning and the learning of all others in their group. This

emphasis on academic learning success for each individual and all members of

the group is one feature that separates cooperative learning groups from other

group tasks Slavin (1991).

Dupin-Bryant (2004) stated in the study of Cabactulan, Mansilagan and

Quibol (2013) jigsaw technique is a learner-centered teaching method as a style

of instruction that is responsive, collaborative, problem-centered and has a free-

will with both students and the teacher decide how, what and when learning

happens.

Earlier studies have shown that learners who perform cooperative learning

group tasks tend to have higher academic test scores, higher self-esteem,

greater numbers of positive social skills, and greater comprehension of the

content improving their skills Johnson, Johnson and Holubec (1993). In this

learning arrangement students work in groups of 5 to 6 cooperatively to ensure

their own learning and the learning of all others in their group Johnson, Johnson
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and Holubec (1993).This emphasis on academic learning success for each

individual and all members of the group is one feature that separates cooperative

learning groups from other group tasks Slavin (1991).

According to Aronson (2000), Jigsaw is a cooperative learning strategy

that enables each student to have their group to specialize in one aspect of

learning unit. The jigsaw technique encourages engagement, empathy, and

listening by providing every member of a group a critical area to play in the

educational activity. In addition, Panitz (1996) stated that it has a good effect

because each group member becomes an expert on a different concepts and the

teacher gathered information to the group.

In Africa, there are factors on the learners’ poor performance in science

these includes: inadequate teaching and learning resources; negative teacher or

learner attitude towards the subject; and ineffective teaching methods Miheso

(2012). Therefore there is need for teaching strategies that arouse students’

interest to learn science and hence improve the quality of outcomes in science

classrooms.

Recently in China, some Chinese teachers use jigsaw as cooperative

learning strategy. Teachers explore the use of this method in some Chinese

classrooms; research found out that jigsaw can arouse students’ interest and

enhance the classroom efficiency while fulfilling the intended task successfully as

mentioned by Hua and Lu (2008). In Australia, the Jigsaw method is effective in

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social conditions in producing positive change in academic performance. Jigsaws

increased their ratings in working with peers according to Salandanan (2011).

However there are some disadvantages in using jigsaw method in teaching;

these include misunderstanding the content and a lack of participation. It is

possible that a group of students could get distracted and be led down in the path

not intended by the teacher. This could lead to a group of students to

misunderstand the correct information and be behind the rest of the class

Hollman (2006).

In the study conducted at the Polytechnic University of the Philippines

entitled ‘Preferred and Effective Learner-Centered Strategies’ by Jacolbia (2013).

The results revealed that jigsaw is one the most preferred strategy by the

respondents and perceived to be the most effective strategy. The problem is still

evident here in the Philippines, wherein the methods of teaching literature are

limited to activity based practices such as lecture and discussion, despite the

emergence of student centered teaching practices. Since the teacher tends to

talk more during classes, students lose their interest and essentially don't learn

the target lesson.

The study conducted at the Southern Luzon State University entitled

‘Jigsaw Learning Technique in Teaching Philippine Narratives in English’ by

Bonillio (2013). State that Jigsaw strategy helps students in understanding the

lesson, participating in class and sustaining their motivation aimed to learning.

Jigsaw strategy increases students’ achievement in learning literature However,

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according to Fracis (2013) he stated that brilliant students become bored during

classroom activity.

In the study conducted at the University of Immaculate Conception, Davao

City, on first year pharmacy students. Result of the study revealed that the

academic performance of Pharmacy students in biology course significantly

improved by the jigsaw approach. Researchers also employed a 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. Students felt that they needed to study

not only for themselves but also for their group mates Limjuko and Gravino

(2012). However there are also disadvantages associate in using jigsaw method

in teaching, according to Macclellan (2009). Jigsaw method when use in a group

activity one of the student may become dominant who is competitive and wants

to monopolize conversation. Another disadvantage could be students who refuse

to work as a group because they don't like another person that is in their group.

Difficulty in Anatomy and Physiology

Gultice and Kallmeyer (2014) stated the that high failure rates on nursing

student in introductory college science courses in anatomy and physiology

revealed several predictive factors related to academic preparation this are weak

mastery of the foundational knowledge for the course, school performance,

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psychological issues, family dynamics, levels of household stress, economic

factors, rates of absenteeism and student's parental status. Nursing students

often lack biology courses in high school and rarely take biology as an elective

when they enter college coursework as the result, leads to a lack of familiarity

with scientific language, concepts or theory McKee (2002).

In the study conducted at the University of Southern Georgia entitled ‘

Allied Health Students perception of Class Difficulty: The case of Undergraduate

Human Anatomy and Physiology Classes state that anatomy and physiology is a

difficult subject because it makes connections among multiple disciplines and

topics that are rapidly increasing knowledge and complexity Sturges and

Mauners (2013).

Jigsaw on Anatomy and Physiology

In the study conducted at the University of Michigan entitled ‘The Effects

of Virtual Labs and Cooperative Learning on Student Achievement and

Motivation in Anatomy Instruction’ by Saltarelli (2014). Stated that students who

participated in the jigsaw activity has higher motivation than those who didn’t

participate. Thus, results suggest that the jigsaw activity promotes learning

retention better than regular lab instructional methods.

Synthesis

The review of related literature reveal that jigsaw as teaching method in

addressing difficulty in anatomy and physiology is effective when applied to

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classroom situation. Jigsaw as teaching method is helpful in molding students to

become responsible, collaborative, and participative and have the sense of

empathy, however there are authors state that jigsaw as teaching method has

disadvantage when use in classroom setting because it makes a student

dominant monopolize and may lead to misconception of information because of

rapid knowledge acquisition.

Theories and Concepts

Since the research is all about the effectiveness of jigsaw as teaching

method in addressing difficulty in anatomy and physiology among biological

science students. It investigates the efficacy of jigsaw method with regards to the

academic performance of the students who experienced difficulty on the subject.

This study anchored on the study of Vygostky, which is The Zone of Proximal

Development (ZPD); He stated that ZPD is the distance between a students’

ability to perform a task under instructor and/or with peer collaboration and the

students’ ability solving the problem. Within educational research, the concept is

now used widely in studies about teaching and learning in many subject- matter

areas, including science and moral education Tappan (1998) cited by Chaiklin

(2013). The Zone of Proximal Development gives the learners interesting and

culturally meaningful learning and problem solving task that are slightly more
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difficult such that they will need to work together as a group to finish a task, with

connection of the theory to our study the researchers will verify if the jigsaw

technique is effective as a teaching method bringing student to perform well in

collaboration of other groups.

Another theory is the Social Learning Theory according to Bandura,

People learn through observing others’ behavior, attitudes, and outcomes of

those behaviors. “Most human behavior is learned observationally through

modeling: from observing others, one forms an idea of how new behaviors are

performed and on later occasions this coded information serves as a guide for

action.” Moreover, Social learning theory explains human behavior in terms of

continuous reciprocal interaction between cognitive, behavioral, and

environmental influences. Students work together and learn new things from one

another through brainstorming sharing of ideas of what they have perceived.

Students strengthen their ability to accomplish a specific task improving their

self-efficacy.

Theoretical and Conceptual Framework

Theoretical and Conceptual framework gives the direction and focus of

the study. The researcher present the important and significant concept of the

study determining the effectiveness of jigsaw as teaching method in Addressing

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Difficulty in Anatomy and Physiology among Biological Science student of Holy

Cross of Davao College and it also show the schematic diagram of this study.

This study present a valid data gather.

The framework shows the important variables of the study. The

independent variables consist of the profile of the respondent such as, their Age,

Sex and Year Level another is the teacher method Jigsaw Teaching Strategy.

The dependent variable is the Difficulty in Anatomy and Physiology among

Biological Science students.

Independent Variable Dependent Variable

1. Jigsaw as teaching
method:

Pre-test And Post test Difficulty in Anatomy and

 Physiology

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Figure 1.Theoretical and Conceptual Framework

Statement of the Problem

This study will examine the effectiveness of jigsaw as teaching method in

addressing difficulty in anatomy and physiology among Biological Science

students. Specifically, this study aims to answer the following questions:

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1. What is the level of students’ scores in an experimental group in the pre-

test and in the post test?

2. Is there a significant difference between the mean scores of students who

did Jigsaw as teaching method and students who were taught with

traditional method of instruction?

3. Based on the findings of the study, what recommendations can be put in

place to improve student’s learning of hypothesis?

Hypothesis

The null hypothesis will be tested at the 0.05 significant levels.

Ho1: There is no significant difference between the students’ pre-test and

post-test in anatomy and physiology and the use of jigsaw as teaching

method.