International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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Volume 7 Issue 4
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Analyzing the Effects of Jigsaw Strategy on Students’ Critical Thinking and Teamwork Skills

Author(s) Ms. Rhea Mae U. Salazar, Dr. Maedel Joy V. Escote
Country Philippines
Abstract This study investigates the effects of the Jigsaw strategy on enhancing students' critical thinking and teamwork skills in higher education, addressing the limitations of traditional lecture methods that often emphasize individual learning. Conducted at Monkayo College of Arts, Sciences, and Technology during the second semester of Academic Year 2024-2025, the research involved a quasi-experimental design with two matched sections assigned to either the Jigsaw or the lecture method. Pretest and posttest scores were analyzed to measure critical thinking, while peer ratings and teacher observations assessed teamwork skills. The results indicated a significant improvement in critical thinking and teamwork skills among students who participated in the Jigsaw strategy. Specifically, the experimental group demonstrated a notable increase in posttest scores for critical thinking, surpassing the control group, which utilized traditional lecture methods. Additionally, peer ratings revealed enhanced perceptions of teamwork skills, with students reporting greater collaboration and communication after engaging in Jigsaw activities.These findings provide valuable insights into the effectiveness of the Jigsaw strategy in fostering essential competencies crucial for academic success and employability. By highlighting the positive impact of cooperative learning approaches, this research contributes to the broader discourse on innovative pedagogical strategies in educational settings, emphasizing the need for methods that prepare students for the collaborative demands of the modern workforce.
Keywords elementary education, jigsaw strategy, critical thinking, teamwork skills, traditional lecture method, quasi-experimental study, Philippines
Field Sociology > Education
Published In Volume 7, Issue 4, July-August 2025
Published On 2025-08-10
DOI https://doi.org/10.36948/ijfmr.2025.v07i04.53018
Short DOI https://doi.org/g9w5hz
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