Abstract

Background: Jigsaw is a cooperative teaching strategy used in education that promotes collaboration and group learning among students.

Aims and Objectives: The aim of the study was to assess the knowledge level of students following the Jigsaw teaching method and to analyze the student’s perspective regarding its design and implementation.

Materials and Methods: A cross-sectional study was conducted in 100 phase one MBBS students in October 2023. The students were randomly divided into 20 core groups with five students each and a case scenario with five sub-questions was shared. Then, each sub question was assigned to a member, and they were regrouped to form expert groups where the students interacted and discussed the respective sub topics. Later, the participants were back in the core groups where they applied their knowledge for peer teaching. Knowledge assessment both before and after the activity was done to determine the effectiveness of the method. Student perception survey was used to evaluate the design, implementation, and effectiveness of the Jigsaw teaching method in Physiology.

Results: The mean post-test scores were significantly higher than the mean pre-test scores (6.94 ± 1.84 vs. 4.75 ± 1.71, P < 0.001). About 94% of students agreed that Jigsaw teaching method provided better understanding of the topic and 95% of students opinionated that this was helpful in developing communication skills, positive peer relation, and leadership qualities.

Conclusion: Jigsaw is an effective teaching method which encourages active participation and teamwork among students to provide deeper understanding of the subject.

Key words: Jigsaw Teaching Method; Collaboration; Teamwork; Communication Skills