Skip to content

Academic Performance , Prejudice , and the Jigsaw Classroom : New Pieces to the Puzzle

by I. Walker, M. Crogan
Journal of Community & Applied Social Psychology ()
Get full text at journal


This field study investigated the effects of a cooperative learning environment and a Jigsaw classroom environment on academic performance, self-esteem, liking of school, liking of peers, and racial prejudice. Ss were 103 children in Grades 4-6, in 2 separate schools. The cooperative learning condition was used as a baseline measure of the effects of cooperation, against which the effects of a Jigsaw method, involving both cooperation and interdependence, were compared. The results reveal that Jigsaw produced significant improvements on measures of academic performance, liking of peers, and racial prejudice. In contrast, the effect of the cooperative condition exacerbated pre-existing intergroup tensions. The present findings demonstrate that the Jigsaw method can be applied successfully in Australian conditions, and lend support to G. A. Allport's (1954) contact hypothesis. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

Cite this document (BETA)

Authors on Mendeley

Readership Statistics

67 Readers on Mendeley
by Discipline
42% Psychology
36% Social Sciences
4% Computer Science
by Academic Status
28% Student > Ph. D. Student
25% Student > Master
10% Student > Bachelor
by Country
1% Spain
1% Portugal
1% United States


Sign up today - FREE

Mendeley saves you time finding and organizing research. Learn more

  • All your research in one place
  • Add and import papers easily
  • Access it anywhere, anytime

Start using Mendeley in seconds!

Sign up & Download

Already have an account? Sign in