The Effects of Jigsaw Technique on Learning Achievement and Retention of Science Teacher Students

Abstract

The cooperative learning Jigsaw technique is one learning management that promotes learning in the 21st century, and it is a learning management that promotes student learning achievement. Therefore, the researcher is interested in studying the learning achievement of science teacher students before and after learning with the Jigsaw technique and exploring the retention of students’ learning using the experimental research. The participant in this research consisted of 32 second-year students in the Department of General Science at Rajabhat University in southern Thailand who enrolled in the course Learning Management 1 in the first semester of the academic year 2022. The research tools consisted of 1) the JIGSAW technique lesson plan and 2) a learning achievement test. The statistics used in data analysis were mean standard deviation and dependent Sample t-test. The result of the learning achievement test of the science teacher students who learned by using the Jigsaw technique found that the mean score of learning achievement after learning was significantly higher than before learning at the .05 level. After the 2-week learning period, it revealed that the student’s learning achievement was not different from after learning at the statistical significance level of .05. The findings suggest that the Jigsaw technique is one learning management that can improve learning achievement and learning retention. So, it can be applied to subjects that focus on cognitive learning.