Cooperative learning through jigsaw classroom technique for designing cast partial dentures - a comparative study

Prashanti Eachempati,Kiran Kumar Ks,Abdul Rashid Hj Ismail

doi:10.15694/mep.2017.000088

Abstract

This article was migrated. The article was not marked as recommended. Objective: Objective of the study was to compare the jigsaw cooperative learning technique to the traditional lectures for learning cast partial denture designing. Method: Seventy-two fourth BDS students were randomly assigned into either the jigsaw or traditional lecture groups (n = 36). A pre-test on the topic 'designing of cast partial dentures' was administered to all students before the start of the study.The Jigsaw learning method was administered to the experimental group for 4 weeks. At the same time, the control group experienced the lecture-based learning method. At the end of 4 weeks, all students were re-tested (post-test) on the subject. A retention test was administered 3 weeks after the post-test. Mean scores were calculated for each test for the experimental and control groups, and the data obtained was analyzed using independent sample t-test. Results: No significant difference was determined between the jigsaw and lecture-based methods at pre-test. However, post-test and retention scores were better for jigsaw group with statistical significance. The highest mean test score was observed in the post-test with the jigsaw method. In the retention test, success with the jigsaw method was significantly higher than that with the lecture-based method. Conclusion: The jigsaw method can be used as an effective learning tool. However, different topics with varying complexity and different cohorts of students need to be tested in future studies.

Highlights

For many decades, traditional lectures were the predominant mode of teaching and learning because students could not practically obtain full access to content central to the course
Post-test and retention scores were better for jigsaw group with statistical significance
Some professors use their experience, intuition of what works in the classroom to guide their choices, and others have designed educational research strategies to test the efficacy of active learning methods. (Miller S & Pfund C 2007; Felder R & Brent R 2009 )

Summary

Introduction

Traditional lectures were the predominant mode of teaching and learning because students could not practically obtain full access to content central to the course. In addition to the evolution in information access and delivery, in recent years numerous studies have demonstrated that traditional lectures that rely on passive learning are not as effective as active, studentcentered learning strategies. Many creative instructors have transcended the limitations of traditional lecture hall architectures and times; they have designed smart and simple ways to make learning a memorable experience to their students Some professors use their experience, intuition of what works in the classroom to guide their choices, and others have designed educational research strategies to test the efficacy of active learning methods. Active learning is based on the principle that when students do something they learn it better than if they hear about it

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Results

Discussion

Conclusion