Effects of the Jigsaw method on student educational outcomes: systematic review and meta-analyses

Frontiers in Psychology

Psychology

Nicolas Margas¹  Vanessa Lentillon-Kaestner²  Océane Cochon Drouet³ 

[1] Institute of Sport Sciences, University of Lausanne, Lausanne, Switzerland;Teaching and Research Unit in Physical Education and Sport, Haute Ecole Pédagogique du Canton de Vaud, Lausanne, Switzerland;Teaching and Research Unit in Physical Education and Sport, Haute Ecole Pédagogique du Canton de Vaud, Lausanne, Switzerland;Institute of Sport Sciences, University of Lausanne, Lausanne, Switzerland;

关键词: achievement;    cooperative learning;    learning;    motivation;    self-esteem;    social relations;   

DOI  :  10.3389/fpsyg.2023.1216437

 received in 2023-05-03, accepted in 2023-07-07,  发布年份 2023

来源: Frontiers

【 摘 要 】

IntroductionCooperative learning methods are particularly interesting for building more inclusive schools; however, they have not been widely implemented. Among cooperative learning methods, the Jigsaw strategy is attractive for teachers, as it seems to be easy to implement and follow its four-step teaching structure; in addition, this method is believed to improve students' socialization and learning. To identify the effects of the Jigsaw method accurately, a systematic review of studies that have tested the effects of this method on important student educational outcomes was proposed and completed using a meta-analytical approach.MethodsA total of 69 Jigsaw studies were analyzed, and three major outcomes were retained following inductive and deductive thematic analyses: learning (including achievement and motivation), social relations, and self- esteem (including academic self-esteem and social self-esteem). When possible, complementary meta-analyses were conducted to quantify the Jigsaw effects on achievement (n = 43), motivation (n = 5), social relations (n = 4), and academic self-esteem (n = 4).ResultsThe primary results of our review focused on the inconsistency of Jigsaw effects and the high degree of variability among studies with regard to all retained student educational outcomes (i.e., achievement, motivation, social relations, and academic self-esteem) with the exception of social self-esteem, for which only three studies concluded that the Jigsaw method had positive effects. Moreover, homogeneous results were observed within studies. Our review highlights several factors that may explain this variability among studies: the sample size, the diversity of students in the classroom, and the type of content taught.DiscussionThe moderating roles of these factors must be tested empirically, as they suggest ways of implementing the Jigsaw method more efficiently.

【 授权许可】

Unknown   
Copyright © 2023 Cochon Drouet, Lentillon-Kaestner and Margas.