Effect of Jigsaw Teaching Method on Students’ Performance in Biotechnology, their Perceptions of its Benefits and Constraints in its use

Abstract

The jigsaw cooperative learning method involves dividing a topic into segments, with each student mastering one part in an expert group and teaching it to their home group. This method fosters collaboration, critical thinking, and mutual accountability, as each student's contribution is essential for the group's overall understanding of the learning concept. Thus, this study explored the effectiveness of the jigsaw method in teaching biotechnology to undergraduates’ university students. A mixed-method research design was employed, utilizing both quantitative and qualitative approaches. The intervention involved 40 students, with data collected through tests, Likert scale questionnaires and interview. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were thematically analyzed. The findings revealed that students taught using the jigsaw method scored significantly higher than those who received traditional lectures and expressed positive perceptions about the outcomes of the method. The benefits highlighted by students included enhanced communication skills, teamwork, knowledge retention, a fun learning atmosphere, and increased self-esteem. However, challenges such as time constraints and limited guidance were also noted. The study concluded that the jigsaw method significantly improved teaching and learning outcomes in biotechnology. Further research is recommended to explore the impact of this approach on other subjects at different levels of learning.