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 |
| 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 |
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