The Effectiveness of the (Jigsaw II) Strategy in Cooperative Learning in Developing Thinking Skills and Cognitive Assessment Competencies among Female Students Specializing in Child Education

Abstract

The present study endeavored to ascertain the effect of employing the Jigsaw II instructional strategy on the augmentation of thinking skills and proficiencies related to cognitive evaluation amongst female undergraduates majoring in Child Education at Al-Balqa Applied University. Implementing a quasi-experimental design, the research engaged a sample of 65 students, all enrolled in the "Play and Child Education" course for the summer term of the 2022-2023 academic year. These participants were arbitrarily allocated into two distinct groups: a control group (n=32), receiving instruction through traditional pedagogical methods, and an experimental group (n=33), experiencing the application of the Jigsaw II strategy. A set of assessments designed to measure thinking skills and cognitive evaluation competencies were administered both prior to and following the intervention for each group. The empirical results gleaned from this study unveil statistically significant disparities at a 0.05 significance level on the cumulative scale in favor of the experimental group. Such findings underscore the efficacy of the Jigsaw II strategy in fostering the development of thinking capabilities and cognitive evaluation competencies amongst female students enrolled in the Child Education specialization at Al-Balqa Applied University, in the context of the "Play and Child Education" course.