Flipped jigsaw II versus conventional flipped classroom: Which approach better improves learning outcomes in the International Marketing Management course?

Researchers have reported the positive effects of integrating the flipped classroom and jigsaw technique separately across courses at different educational levels. However, the use of flipped jigsaw II to cultivate real-world skills while improving students' learning outcomes in business school courses has been understudied. The present study compared the effects of the flipped jigsaw II versus the conventional flipped classroom in an International Marketing Management course on learning outcomes in terms of learning attitude, motivation, and achievement. A quasi-experimental design was used by assigning 25 control group students engaged in the conventional flipped classroom and 25 experimental group students in flipped jigsaw II. The experiment lasted six weeks in an Indonesian university's fall semester of the 2021–2022 academic year. Data were collected through questionnaires, students' test scores, and interviews. The results indicate that flipped jigsaw II produced significantly better learning attitude, motivation, and achievement than the conventional flipped classroom. Additionally, the flipped jigsaw II had a more positive effect on both low- and high-ability learners regarding learning achievement. This study contributes to the field by proposing a new framework for marketing education by exploring the feasibility of using flipped jigsaw II and offering theory and practical implications. •Flipped jigsaw II helps improve learning outcomes.•Flipped jigsaw II outperformed the conventional flipped classroom.•Learning attitude and motivation improve over the innovative learning environment.•Integrating flipped jigsaw II enhances learning achievement.•Flipped jigsaw II positively affects different abilities learners.