"Effectiveness of Jigsaw in teaching reading among (Junior) Sophomore Students of San Vicente ll National High School: Basis for Improved Instruction"

Abstract

INTRODUCTION

Reading is highly emphasized in language learning since it is a major skill at all levels of education. Students need a strong foundation in reading fluency and comprehension for academic tasks so that they are able to expand their views as concepts through reading (Krueger and Rendli, 2003). The information acquired through reading texts offers various life experiences to enrich their knowledge and solve their difficulties.

METHODS

The whole enumeration data was used. The respondents consist of two sections of 66 Senior High School. A coin was tossed to identify the experimental and control group. T.

RESULTS

Academically, the Jigsaw Method in K-12 settings facilitated a positive impact on academic achievement. For the experimental class, the increase in the amount of student participation in the classroom was evident and there was no competition among group members. The control group showed less participation where students were not given ample time to react in the whole class. This resulted in low performance in any class discussions

DISCUSSIONS

The results demonstrated the effectivity of the Jigsaw Method especially in teaching reading. It increases the students' learning and participation in the classroom and at the same time, reduces teacher's dominance in the whole duration of discussion.