The Effect of Jigsaw Classroom on the Achievement Level of Grade 8 K-12 Mathematics

Abstract

INTRODUCTION

The primary purpose was to determine the effect of jigsaw classroom on the achievement level of grade 8 students in K-12 curriculum. This study was in respond to released guidelines of Department of Education regional office entitled "The 2C-2I-1R: K to 12 Approaches Across Learning Areas that Support Teacher” for use in curriculum implementation wherein one of the pedagogical approaches mentioned is the Jigsaw Puzzle Model. The researchers were motivated to contribute for the veracity and validity whether this model is effective.

METHODS

The study made use of quasi-experimental involving quantitative method which utilized Matched Two-Group Pretest-Post-test design. Purposive sampling was used with a population of one hundred eighty (180) grade 8 students which were composed of sixty (60) students from San Jose Community High School; sixty (60) students from Carmona National High School; and sixty (60) students from General Mariano AlvarezTechnical High School during the school year 2016-2017. Each school had one group for experimental and control group. T-test for un-correlated means were computed to find the significant differences in the achievement level of the two groups.

RESULTS

Thestudy revealed that the implementation of jigsaw classroom strategy has a significant effect on the students' achievement level. Post test result revealed that experimental group performed better than the traditional group. The salient findings of the study is that it would be utilized on the provision of time for independent/cooperative learning for the purpose of developing student capacity for self-directed learning, teamwork, goal orientation , sense of responsibility and accountability of results. This study has proven its validity because the results was triangulated from three (3) schools. The benefits of jigsaw classroom have proven by this study.

DISCUSSIONS

The jigsaw classroom strategy would further be used to improve the teaching learning process provided that it should be properly implemented during the independent/cooperative learning (ICL) sessions held on Fridays. The class should be well facilitated and responsibilities were compiled by the students. The proponents recommend that the strategy be in force to further improve teaching and learning process.