Jigsaw cooperative learning: a study of its effect on the grade 11 students’ achievement in physics

Abstract This study investigates the efficacy of the jigsaw cooperative learning strategy, or jigsaw method (JM), on the achievement in physics, specifically, in heat and thermodynamics among grade 11 students in a school in Chennai (Tamil Nadu, India). Making use of a pre-test post-test, quasi-experimental design, the research was conducted with two intact sections—whose baseline equivalence was established—in that school: a control group ( N = 31 ) receiving instruction through the traditional lecture method (LM) and an experimental group (EG) ( N = 29 ) learning through the JM. Both groups were instructed by the researcher on the same topic, heat and thermodynamics. Using a heat and thermodynamics achievement test, whose design was based on Revised Bloom’s Taxonomy, academic achievement was measured. Statistical analyses, namely descriptive measures and inferential tests, were used to evaluate treatment effects. Findings revealed that both the lecture and the JMs significantly improved the achievement in heat and thermodynamics; in addition, the JM was found to be more effective for learning heat and thermodynamics in comparison with the LM. These results underscore the potential of cooperative learning, particularly the JM, as an effective strategy for learning heat and thermodynamics at the grade 11 level. Significantly improved achievement was observed with the EG for three levels, namely remembering, understanding, and analysing while no difference was observed between the groups in the remaining levels.