Does the Jigsaw Method Improve Student Conceptual Knowledge in Physical Science?

ABSTRACT The goal of my research is to determine if the Jigsaw Method has an effect on student conceptual knowledge of Physical Science in a classroom setting that predominately uses cooperative learning. The assessment instruments that were given in pretest and posttest format to assess student knowledge were the Matter Concept Inventory (MCI) and Edusoft Assessments. The research study group consisted of two sections of a ninth grade Physical Science class (N = 42) in a rural high school in Louisiana. As an intervention prior to the study, students were introduced to working in cooperative learning groups. The students in the experimental group used the jigsaw method as a cooperative learning strategy to acquire knowledge of content material. The information acquired was redelivered to their peers in small group settings. Due to mandates that required that cooperative learning be used in all classes, the control group members learned the material as a small group, but the information was divided and presented to the class a whole. The data was collected and analyzed using independent t-test analysis. The result did not prove that the jigsaw method solely increased student conceptual learning of Physical Science. This study did however show that some form of cooperative learning does increase students’ conceptual understanding of Physical Science