Education
Volume: 103 , Issue: 1 , June Published Date: 25 June 2022
Publisher Name: IJRP
Views: 441 , Download: 1211 , Pages: 808 - 817
DOI: 10.47119/IJRP1001031620223437
Publisher Name: IJRP
Views: 441 , Download: 1211 , Pages: 808 - 817
DOI: 10.47119/IJRP1001031620223437
Authors
| # | Author Name |
|---|---|
| 1 | Ruben P. Garcia |
Abstract
With the change in educational trends due to the pandemic, new approaches and strategies are applied in the teaching-learning process to provide quality education to learners continuously. One is the jigsaw method, a type of cooperative learning that enables students to work collaboratively with their classmates. This experimental study aims to determine the effectiveness of the Jigsaw method on the selected Grade 12 students in terms of cognitive ability and academic performance. This aims to answer the mean performance of the students in the control group in cognitive ability in terms of pretest and posttest, mean performance of the students in the experimental group who use jigsaw method in cognitive ability in terms of pretest and posttest, mean performance of the students in experimental group with regards to performance task after using the jigsaw method, significant difference in the performance of the students in control and experimental group in cognitive ability in terms of pretest and posttest. For control group in terms of mean performance as to cognitive ability, a negative t-test statistic was incurred which suggest that posttest scores are greater than the pre-test scores which are also evident in the computed means. The t-test statistic computed was beyond the critical t-value. For experimental groups mean performance as to cognitive ability, also incurred a negative t-test statistic. Furthermore, across the tests, the t-test statistic computed was beyond the critical t-value. In addition, all of the test obtained a p-value <0.000 which implies significance for the values are less than the significance alpha of 0.05. Hence, there is a significant difference observed. Regarding performance tasks, students were willing to participate in every activity. The level of students? brainstorming, time on task, and interaction increased. However, keeping the camera open always got the lowest mean which implies that students? cognitive ability continually improved, and they coped with different performance tasks with the help of the jigsaw method.