JCO (Jigsaw-Based Cooperative Learning) for Grade 8 Students' Better Understanding of Mitosis

Abstract

INTRODUCTION

Science learning is a cumulative process that allows students to build their scientific knowledge based on what they already know and what scientists discover. The National Achievement Test Result for 2017 for Grade 6 is 33.98 while in Grade 10, it is 35.67. In Dipintin High School, students have very low achievement scores in science as evidenced by the 2017 NAT mean percentage score of 33.32 which was far from the expected level of mastery. The main purpose of this study is to determine the influence of Jigsaw-based cooperative learning on students' understanding of mitosis and their views towards it.

METHODS

A mixed method design was used. Pre-and-post-tests and jigsaw opinion scale were used to obtain data from 43 purposively chosen grade 8 students. After the pre-test, Jigsaw-based learning was used as a mode of instruction. The class was divided into five groups and was given a jigsaw puzzle of the mitotic process. Each group completed the puzzle and wrote down keywords from the image that they have completed. After completing one image, they moved on to the next puzzle until they finished all the stages of mitosis. Once completed, the teacher facilitated the discussion of the stages with the help of the keywords that students wrote in their meta cards. After which, a post-test was conducted and the result was analyzed using descriptive statistics, independent t-test, and eta2.

RESULTS

A comparison of the mean percentage score of the pre-test and post-test of Grade 8 students revealed that the post-test scores increased by 30% from an MPS 40 to an MPS of 70 in the post-test. Data were analyzed using a two-tailed t-test to test the hypothesis at the coefficient alpha level of 0.05. Findings show that the p-value (7.08 x 10-11) is less than the alpha level and the t-stat (8.59) is more than the computed t-critical (2.02). Cohen's d effect size was computed at 0.40. The jigsaw opinion scale revealed that students learned better by cooperating and that they were able to bounce off ideas among their group mates.

DISCUSSIONS

Results showed that students performed better with the Jigsaw-based cooperative learning as evidenced by the mean percentage score of 70 in the post-test. The p-value which is less than the alpha means that there is a significant difference between the pre-test and post-test scores of students. Moreover, the results of the jigsaw opinion scale showed that the jigsaw based cooperative learning created a positive learning environment.