Effectiveness of jigsaw cooperative learning approach in mathematics: A study in a middle secondary school in Bumthang district

This study examined the effectiveness of the jigsaw cooperative learning approach in Mathematics class in one of the middle secondary schools under the Bumthang District. The study adopted a mixed-methods explanatory sequential design. The quantitative data were collected using a quasi-experiment (achievement test: pre-test and post-test). On the other hand, the qualitative data were collected using semi-structured interviews with four students from the experimental group. The achievement test consisted of two sections: the experiment group (n=43) and the control group (n=43). This study adopted a cluster sampling to a sample size of 86 out of 123 students. The test score analysis of the study depicted a higher score for the experimental group (M=27.00) than the control group (M=20.51). The result also corresponded to the analysis of the independent t-test showed a higher value for the post-test (23.76, p<0.012) compared to the pre-test (=12.57, p>0.285). The findings of the study showed that a jigsaw cooperative learning approach brings improvement in learning achievement compared to traditional teaching. The study also showed a positive correlation between qualitative and quantitative findings. The students preferred the jigsaw over the traditional teaching method. The jigsaw approach is a robust instructional tool well perceived by the students in enhancing their cognitive skills. Thus, this study recommended all Mathematics teachers use the jigsaw cooperative learning approach as an alternative to the traditional method.