Do Jigsaw Classrooms Improve Learning Outcomes? Five Experiments and an Internal Meta-Analysis

"Jigsaw" is a peer learning procedure derived from social interdependence theory, which suggests that individuals positively linked by a common goal can benefit from positive and promotive social interactions (Aronson & Patnoe, 2011). Although jigsaw has often been presented as an effi...

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Veröffentlicht in:Journal of educational psychology 2022-08, Vol.114 (6), p.1461-1476
Hauptverfasser: Stanczak, Arnaud, Darnon, Céline, Robert, Anaïs, Demolliens, Marie, Sanrey, Camille, Bressoux, Pascal, Huguet, Pascal, Buchs, Céline, Butera, Fabrizio
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container_end_page 1476
container_issue 6
container_start_page 1461
container_title Journal of educational psychology
container_volume 114
creator Stanczak, Arnaud
Darnon, Céline
Robert, Anaïs
Demolliens, Marie
Sanrey, Camille
Bressoux, Pascal
Huguet, Pascal
Buchs, Céline
Butera, Fabrizio
description "Jigsaw" is a peer learning procedure derived from social interdependence theory, which suggests that individuals positively linked by a common goal can benefit from positive and promotive social interactions (Aronson & Patnoe, 2011). Although jigsaw has often been presented as an efficient way to promote learning, empirical research testing its effect on learning remains relatively scarce. The goal of the present research is to test the hypothesis that a jigsaw intervention would yield a meaningful effect size (d = .40) on learning outcomes, in 5 randomized experiments conducted among sixth-graders. The jigsaw intervention was compared to an "individualistic" (NExp 1 = 252; NExp 2 = 313) or a "teaching as usual" (NExp 3A = 110; NExp 3B = 74; NExp 3C = 101) approach on the same pedagogical content. Across the 5 experiments, we did not find empirical support for this hypothesis. Internal meta-analytic estimates (ES = .00, 95% CI [−.10, .09]) showed that, overall, the jigsaw intervention did not produce the expected positive effects on learning. The reasons why jigsaw classrooms may not always prove beneficial for learning are discussed. Educational Impact and Implications Statement Although the "jigsaw classroom" is a relatively popular cooperative method (Aronson & Patnoe, 2011) which has often been presented as an efficient way to promote learning, empirical research testing its effect on learning remains relatively scarce and debated (Roseth et al., 2019). Poor evidence can be misleading for teachers. Across 5 randomized experiments conducted on French sixth-graders, the present research showed that the "jigsaw classroom" did not yield any significant gain in learning outcomes compared to "individualistic" or "teaching as usual" conditions of learning. The reasons why the jigsaw intervention did not produce the expected positive effects on learning are discussed.
doi_str_mv 10.1037/edu0000730
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subjects Classrooms
Cooperative Learning
Educational evaluation
Educational objectives
Educational psychology
Experiments
Female
Foreign Countries
Grade 6
Human
Humanities and Social Sciences
Individualism
Instructional Effectiveness
Instructional Improvement
Interdependence
Intervention
Junior High School Students
Male
Meta Analysis
Outcomes of Education
Peer Teaching
Peers
Psychology
Social interaction
Student Learning Outcomes
Teaching
Teaching Methods
title Do Jigsaw Classrooms Improve Learning Outcomes? Five Experiments and an Internal Meta-Analysis
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