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Do Jigsaw Classrooms Improve Learning Outcomes? Five Experiments and an Internal Meta-Analysis

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Title: Do Jigsaw Classrooms Improve Learning Outcomes? Five Experiments and an Internal Meta-Analysis
Language: English
Authors: Stanczak, Arnaud (ORCID 0000-0002-2596-1516), Darnon, Céline (ORCID 0000-0003-2613-689X), Robert, Anaïs, Demolliens, Marie, Sanrey, Camille (ORCID 0000-0003-3158-1306), Bressoux, Pascal (ORCID 0000-0001-8018-5612), Huguet, Pascal, Buchs, Céline (ORCID 0000-0002-1767-4031), Butera, Fabrizio (ORCID 0000-0002-8856-4374)
Source: Journal of Educational Psychology. Aug 2022 114(6):1461-1476.
Availability: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Peer Reviewed: Y
Page Count: 16
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Information Analyses
Education Level: Elementary Education
Grade 6
Intermediate Grades
Middle Schools
Junior High Schools
Secondary Education
Descriptors: Cooperative Learning, Outcomes of Education, Meta Analysis, Instructional Effectiveness, Intervention, Grade 6, Junior High School Students, Foreign Countries, Teaching Methods
Geographic Terms: France
DOI: 10.1037/edu0000730
ISSN: 0022-0663
1939-2176
Abstract: "Jigsaw" is a peer learning procedure derived from social interdependence theory, which suggests that individuals positively linked by a common goal can benefit from positive and promotive social interactions (Aronson & Patnoe, 2011). Although jigsaw has often been presented as an efficient way to promote learning, empirical research testing its effect on learning remains relatively scarce. The goal of the present research is to test the hypothesis that a jigsaw intervention would yield a meaningful effect size (d = 0.40) on learning outcomes, in 5 randomized experiments conducted among sixth-graders. The jigsaw intervention was compared to an "individualistic" (N[subscript Exp 1]= 252; N[subscript Exp 2] = 313) or a "teaching as usual" (N[subscript Exp 3A] = 110; N[subscript Exp 3B] = 74; N[subscript Exp 3C] = 101) approach on the same pedagogical content. Across the 5 experiments, we did not find empirical support for this hypothesis. Internal meta-analytic estimates (ES = 0.00, 95% CI [-0.10, 0.09]) showed that, overall, the jigsaw intervention did not produce the expected positive effects on learning. The reasons why jigsaw classrooms may not always prove beneficial for learning are discussed.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1372764
Database: ERIC
FullText Text:
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  Data: Do Jigsaw Classrooms Improve Learning Outcomes? Five Experiments and an Internal Meta-Analysis
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  Data: <searchLink fieldCode="AR" term="%22Stanczak%2C+Arnaud%22">Stanczak, Arnaud</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2596-1516">0000-0002-2596-1516</externalLink>)<br /><searchLink fieldCode="AR" term="%22Darnon%2C+Céline%22">Darnon, Céline</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2613-689X">0000-0003-2613-689X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Robert%2C+Anaïs%22">Robert, Anaïs</searchLink><br /><searchLink fieldCode="AR" term="%22Demolliens%2C+Marie%22">Demolliens, Marie</searchLink><br /><searchLink fieldCode="AR" term="%22Sanrey%2C+Camille%22">Sanrey, Camille</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3158-1306">0000-0003-3158-1306</externalLink>)<br /><searchLink fieldCode="AR" term="%22Bressoux%2C+Pascal%22">Bressoux, Pascal</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8018-5612">0000-0001-8018-5612</externalLink>)<br /><searchLink fieldCode="AR" term="%22Huguet%2C+Pascal%22">Huguet, Pascal</searchLink><br /><searchLink fieldCode="AR" term="%22Buchs%2C+Céline%22">Buchs, Céline</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1767-4031">0000-0002-1767-4031</externalLink>)<br /><searchLink fieldCode="AR" term="%22Butera%2C+Fabrizio%22">Butera, Fabrizio</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8856-4374">0000-0002-8856-4374</externalLink>)
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  Data: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
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  Data: Y
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  Data: 16
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  Data: Journal Articles<br />Reports - Research<br />Information Analyses
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22France%22">France</searchLink>
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  Data: 10.1037/edu0000730
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  Data: 0022-0663<br />1939-2176
– Name: Abstract
  Label: Abstract
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  Data: "Jigsaw" is a peer learning procedure derived from social interdependence theory, which suggests that individuals positively linked by a common goal can benefit from positive and promotive social interactions (Aronson & Patnoe, 2011). Although jigsaw has often been presented as an efficient way to promote learning, empirical research testing its effect on learning remains relatively scarce. The goal of the present research is to test the hypothesis that a jigsaw intervention would yield a meaningful effect size (d = 0.40) on learning outcomes, in 5 randomized experiments conducted among sixth-graders. The jigsaw intervention was compared to an "individualistic" (N[subscript Exp 1]= 252; N[subscript Exp 2] = 313) or a "teaching as usual" (N[subscript Exp 3A] = 110; N[subscript Exp 3B] = 74; N[subscript Exp 3C] = 101) approach on the same pedagogical content. Across the 5 experiments, we did not find empirical support for this hypothesis. Internal meta-analytic estimates (ES = 0.00, 95% CI [-0.10, 0.09]) showed that, overall, the jigsaw intervention did not produce the expected positive effects on learning. The reasons why jigsaw classrooms may not always prove beneficial for learning are discussed.
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  Data: 2023
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  Data: EJ1372764
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1372764
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        Value: 10.1037/edu0000730
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      – Text: English
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      – SubjectFull: Cooperative Learning
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      – SubjectFull: Outcomes of Education
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      – SubjectFull: Meta Analysis
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