Jigsaw strategy as a teaching learning method- study on first mbbs students

Kapila B Gaikwad., Sohan Selkar., Milind Vyawhare and S M Sonune

Objectives - To assess the effectiveness of jigsaw strategy.
Methodology- After obtaining clearance from Institutional Ethics Committee we used jigsaw technique for a group of 1st year MBBS students who learnt the topic of carbohydrate metabolism. Students were divided into study and control group. Study group was divided into 5 primary expert groups of 6 students (n=30). Each primary group was asked to prepare one specific topic from carbohydrate metabolism. After 3 days, primary groups discussed that specific topic in 30 minutes within themselves. Groups were now reorganized into secondary groups with one member from each of primary expert groups. This became the jigsaw group. Control group attended the same topic in didactic lecture. Pre and post tests were conducted for both study and control group.
Results- Pre and post tests were conducted for the test and control groups. Student t-test was performed to know if there was any significant difference in two groups. Mean improvement in score was 3.13 as compared to control group whose improvement score was 1.47 marks. This difference was statistically significant in test group p<0.05.
Conclusion- Students liked this form of learning as it improved group learning and it was helpful in enhancing performance in examination.

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DOI: http://dx.doi.org/10.24327/ijcar.2017.4291.0484