Effects of the Jigsaw Model on Students Academic Achievement at Primary School Level

Abstract

The study was conducted to determine the effect of the Jigsaw model on students remembering and understanding ability. A quantitative research approach was adopted in this study. The research design of the study was experimental. All the students at Government Primary School Loralai Cantt constituted the population of the study. To ensure adequate representation of the population, eight students of class 5th were selected as a sample of the study. A science achievement test consisting of 30 items was developed. Fifteen items were associated with knowledge level, and 15 were associated with comprehension level. Students were pre- and post-tested in science achievement tests. The results of the pretest and post-test were analyzed with the help of SPSS using an independent sample t-test. The findings from the pretest, posttest, and student accomplishment score on the scientific achievement test showed that, following instruction using the Jigsaw Model, every student's posttest score increased. The gain score demonstrated the Jigsaw model's impact on students' academic achievement on the scientific achievement test. The knowledge level pretest and posttest results showed that, following Jigsaw Model instruction, every student's posttest score increased. The gain score demonstrated the Jigsaw model's impact on students' academic achievement on the scientific achievement test. The comprehension level pretest and posttest results showed that following Jigsaw Model instruction, every student's posttest score increased. The gain score demonstrated the Jigsaw model's impact on students' academic achievement on the scientific achievement test.