0

LECTURE METHOD versus JIGSAW METHOD: IMPROVING SCIENCE

PERFORMANCE AMONG GRADE 11 STUDENTS OF

PINAMOPOAN SENIOR HIGH SCHOOL

_____________________

An Action Research Proposal

Presented to

The Faculty of the Education Department

Eastern Visayas State University

Carigara Campus

_____________________

In Partial Fulfillment

of the Requirements for the Bachelor of Secondary Education Major in Science

Prof. Ed. 383: Research in Teaching Science 1

_____________________

by:

ALECHA, RAMIR
BALOTE, DAISY JOY D.
CAÑAMASO, BERNADETTE F.
CORDEL, LEO JR. I.
MORILES, HYZL MAY U.
PONFERRADA, KEN

JULY 2022
 1

Chapter I

INTRODUCTION

Background of the Study

Science is one subject in school where many students struggle to understand and

where a teacher can effectively intervene. Sometimes a problem in students' performance

arises as a result of the teachers' strategies and techniques. In other words, it can occur as

a result of ineffective teaching by an ineffective teacher (Ornstein, 2019).

Many people regard science as a serious subject, as a result, quite boring.

According to researchers and surveys, Filipino students find the subject extremely

difficult, which is reflected in their poor performance on National Assessment Tests

(Fostanes, 2018).

Learners are evaluated in the classroom using a variety of processes and measures

that are appropriate for and congruent with the learning competencies defined in the K–

12 curricula. Some of these processes and measures could be used for both formative and

summative assessments, which serve different purposes. Learners can be evaluated either

individually or collaboratively (DepEd Order No. 8, s. 2015).

Standards for science instruction have been determined locally for most of history,

by particular schools or teachers, based on levels of achievement that were relevant to

and realistic for their students. When students are learning science, the teacher's teaching

strategy has a significant impact on how well they absorb and remember the content.

Teachers appear to lecture and employ teacher-directed instruction more than student-

centered tactics while teaching science (McKinney et al., 2019). They also discovered
 2

that many teachers devote more time to teaching students fundamental computer skills

than engaging them in scientifically complex problem-solving activities.

The results of the 2017 Trends in International Mathematics and Scientific

Research (TIMSS) again reflect the critical situation in science education in this country.

According to TIMSS data, 8th grade students in the Philippines (2nd grade in high

school) are ranked 42nd out of 46 participating countries, and 4th grade in the Philippines

are ranked 23rd out of 25 participating countries. Most of the questions that came up

were known to require critical and analytic thinking to answer science questions.

Therefore, everyone is widely required to return to basic scientifically thinking and

reasoning.

In addition, as a result of the Average Percentage Score (MPS), the calculations

for the 11th grade sections of the Pinamopoan Senior High School during the 3rd and 4th

quarters of 2020-2021 exams are 69.84 and 70.53, respectively. The default MPS is 70.

The test consisted primarily of problem-solving, which students analyzed and answered.

Items that most students score high can be traced back to groups using a collaborative

learning strategy called the jigsaw technique.

The jigsaw technique is a well-established method for encouraging groups to

share and learn about specific content. This technique can be used as a teaching activity

for days and is best used when there is a large amount of content to be taught. Jigsaw

helps students learn collaboratively as team members share each other's learning

responsibilities by using critical thinking and social skills to complete assignments. This

strategy then helps improve listening, communication, and problem-solving skills.

Tracking individual student participation in groups provides teachers with information

 3

about what students already know about the topic. This allows teachers to tailor

instruction (Clarke, 2016).

For these reasons, the researcher were motivated to undertake this action study

to improve the Science performance of 11th grade students at Pinamopoan Senior High

School for the 2022-2023 school year.

The basic idea is simple: the students are divided into groups, all with their

research topic to study. After research, each topic group is split up so that the new group

has only one member from each old topic group. When new groups are formed, each

subject matter expert is responsible for integrating knowledge from their subject-specific

knowledge into the understanding of the new group to which they belong (Walker and

Crogan)., 2018).

Since the researchers are Bachelor of Secondary Education Major in Science,

improving students' science achievement is their primary concern. One way to improve

said problem solving is to use an appropriate learning strategy, hence the jigsaw

technique. The jigsaw technique can also be used effectively in any basic academic field.

Therefore, this research effort aims to establish an evidence-based technique to support

science education and improve achievement in the summative assessment, which is the

quarterly test.

Statement of the Problem

This study aims to determine the level of academic performance in science among

students in Pinamopoan Senior High School in teaching Science to Academic Strand of

 4

grade 11 specifically, GA (General Academic) and ABM (Accounting and Business

Management) using Lecture and Jigsaw Method. Findings of the study will serve basis

for recommendation.

Specifically, it needs to answer the following:

1. What is the respondent’s level of academic performance in Science in Lecture

Method in terms of;

1.1 Pre-Test

1.2 Post Test

2. What is the respondent’s level of academic performance in Science in Jigsaw

Method in terms of;

2.1 Pre-Test

2.2 Post-Test

3. Level of academic performance in Science between Lecture and Jigsaw Method?

Significance of the Study

This study will benefit the following;

Teachers. This will benefit the teachers to know if the method used are effective and is

helpful to the learners. The results will provide a great help to know the different factors

that can hindrance to the student learnings.

Students. This will encourage learners to know the importance of using jigsaw

techniques in learning. This will improve mental speed and is an especially effective way

to improve short-term memory. Jigsaw puzzles improve students visual-spatial reasoning.

 5

Researchers. The findings of the study will be important to the researcher’s skills,

strategy, and expertise. This research will serve as a tool to assist researchers in locating

reputable, reliable, and vital aspects that are recognized as important factors for gaining a

better grasp of the subject. This research will, in fact, be the most important source of

information for the study.

Future Researchers. They can use this study as their source or reference when they

conduct their research with the related topic and with the present study. It is helpful to

formulate generalized conclusion.

Scope and Delimitation of the Study

This study will focus on effectiveness using jigsaw method to improve science

performance of grade 11 ABM and GAS students of Pinamopoan Senior High School.

The respondents will be limited to twenty (20) students per group.

In addition, a quasi-experimental research method of investigation was used in

this study. It is to explore whether the Jigsaw method in teaching science contributes to

the development of different skills and improvement of student’s performance in science.

 6

Chapter II

REVIEW OF RELATED LITERATURE AND RELATED STUDIES

This chapter presents the related literature and studies after the thorough and in-

depth search done by the researchers. This will also present the theoretical and conceptual

framework to fully understand the research to be done.

Related Literature

The Jigsaw Technique is a research-based collaborative learning strategy. Jigsaw

technique has been successful in reducing racial conflicts and increasing positive

educational outcomes such as improving test performance, reducing dropout rates,

promoting better learning, and increasing student motivation to learn increased

enjoyment of the learning experience and greater enjoyment of school (Aronson, 2018).

The technique is a cooperative learning strategy (puzzle), this aids pupils in

creating their own learning. Teachers plan everything groups of students each member of

the group is given a distinct task information. Members of the group then join forces with

members of other groups who have been assigned the same task, same piece of

knowledge, and conduct research and/or brainstorm ideas about it. Students eventually

return to their original groups to try to "piece together" a coherent picture. The

cooperative learning strategy known as the "Jigsaw" technique was developed by Perkins

and Saris (2001) teachers plan everything. Groups of students each member of the group

is given a distinct task information member of one group then join forces with members

of other groups. Fights, bigotry, and hate crimes are all too common in schools.
 7

In addition, the Jigsaw technique is used to develop the skills and expertise

necessary for effective participation in group activities. It emphasizes listening, speaking,

collaborating, thinking, and problem solving. It is a very useful tool in trying to help

students integrate knowledge and insights from a variety of sources and experts.

“Collaborative Learning” is an umbrella term for a variety of educational

approaches involving joint intellectual effort by students, or students and teachers

together. Usually, students are working in groups of two or more, mutually searching for

understanding, solution, or meanings, or creating a product. Collaborative learning

activities vary widely, but most center on students’ exploration or application of the

course material, not simply the teacher’s presentation are explication of it.

Collaborative learning represents a significant shift away from the typical teacher-

centered or lecture-centered milieu in college classrooms. In collaborative classrooms,

the lecturing/ listening/ note-taking process may not disappear entirely, but it lives

alongside other processes that are based in students’ discussion and active work with the

course material. Teachers who used collaborative learning approaches tend to think of

themselves less as expert transmitted of knowledge to student-as coaches or mid-wives of

a more emergent learning process. (Smith & MacGregor, 2018)

Students will no longer feel comfortable in their schools, and their learning ability

will suffer as a result. Students frequently find it difficult to sit in the same room without

clashing, let alone work together. This will be an issue for instructors, students, parents,

communities, and the country as a whole, as pervasive prejudice and bigotry will keep an

entire generation of pupils from learning. The Jigsaw technique, which is a psychological

approach, nonetheless, aids in the resolution of classroom issues (Slavin, 1995).

 8

Moreover, some teachers may believe they already had tried a cooperative

learning technique though they have placed their learners in small groups and instructed

them to cooperate on occasion. Cooperative learning, on the other hand, takes more than

simply seating children at a table and telling them to share, collaborate, and be polite to

one another. The fundamental aspects and safeguards that make the Jigsaw and other

organized cooperation techniques function so well are missing in such loose, unstructured

environments.

Competition among students had sometimes become extremely high. It was

quickly realized that the competitive nature of the classroom encouraged students to taunt

each other and discriminate against those different than them so that they might vault

themselves higher in status. To counter this problem, the Jigsaw technique was

introduced. Students were placed in diversified groups so that they would be required to

work together and reduce the competitive atmosphere. Students were having difficulty

adjusting to the mixing of ethnicity in the classroom (Aronson 2012).

The jigsaw teaching technique, according to Maden (2011), can be utilized to

teach language skills. This technique has a positive impact on student success and

language learning involvement. It can also be used to teach different subjects in schools

by breaking them down into smaller chunks. The jigsaw technique, according to Walker

et al., (2015), is a new educational tool for the medical curriculum that enables for peer

discussion of a vast quantity of content in a short amount of time. The jigsaw strategy,

according to Aydin and Biyikli (2017), has a positive impact on student success and

participation in learning and conducting physics experiments. They also discovered that

using this strategy will help to eliminate misconceptions regarding specific issues. Shahri
 9

et al., (2017) argued that the jigsaw learning methodology is an appropriate way for

teaching physics. According to Karacop and Diken (2017), science teachers can help

students strengthen their cognitive skills by incorporating the jigsaw strategy into

laboratory procedures. They discovered that the jigsaw method works well for teaching

both theoretical and practical parts of science.

Related Studies

According to Nurbianta and Dahlia (2018), the jigsaw method inspired students to

study and piqued their interest in the English class. It's also a fun and educational way of

learning.

Many studies have demonstrated that the jigsaw teaching method is effective in a

variety of areas. Darnon et al., Darnon et al., Darnon et al (2012) discovered that using

the jigsaw technique to increase students' self-efficacy in vocational training courses was

useful. The method can also be used to help teachers learn more effectively. "Teachers

indicated positive views regarding jigsaw learning and loved the group spirit," according

to Van Wyk (2015). According to Sabbah (2016), the jigsaw technique empowers

students to take control of their learning, retention, peer tutoring, communication skills,

and concept retrieval. This method was also found to reduce stress, tension, and absent-

mindedness. According to Bhandari et al., (2017), the subsequent presentation assisted

the students in overcoming their reluctance and shyness.

The Jigsaw teaching approach is a collaborative learning strategy that may be

applied at all levels of education, from elementary to higher school. "The old didactic

lecture style needs to be replaced with an interactive strategy like," Bogam and Khan
 10

(2017) write. "A jigsaw puzzle to aid medical students' learning." As a result, it may be

deduced that jigsaw is successful in any subject and at any educational level. According

to Hidayah et al., (2018), cooperative learning tactics like the jigsaw model and make a

match can greatly enhance student activity in a third-grade classroom. Garcia et al.,

(2017) discovered that students preferred non-traditional teaching and collaboration

methods since they resulted in more effective learning.

 11

Theoretical Framework

Elliot Aronson invented the jigsaw method of teaching in 1971, and Robert

Slavin improved it in terms of evaluation procedures in 1986. In Austin, Texas, Aronson

devised this strategy to help pupils overcome learning gaps in freshly desegregated

schools (Teaching Methods). Teachers have used this strategy and its numerous

components to enhance collaboration in early grades through post-secondary school

settings for the past 50 years.

At the end of the class, all learners must be assessed on all subcategories so that

the teacher may determine what content needs to be retaught. This test is also intended to

ensure that all students have a thorough comprehension of the entire topic, not just their

area of expertise. In most cases, the teacher will provide each student a unique score

based on their assessment. The teacher may, however, take each student's individual

score and average it with the other members of the small group when using the jigsaw

within groups technique. The average would then be given to each member of the small

group in addition to their own individual score. This makes it possible for all students to

work together to teach the curriculum and hold each other accountable. This style of

scoring is better suited to pupils with higher grades and a thorough comprehension of

their function in the jigsaw approach.

It is a well-known fact that whenever someone is given the opportunity to teach

anything, they develop a better understanding of the subject. This peer-teaching

opportunity is possible with the jigsaw approach, whether utilized individually or in a

cooperative group. Students become more invested in what they teach and what they

learn as a result of their involvement, which enhances their understanding and application
 12

of the skill. At every school level, the jigsaw approach is an effective educational

strategy.