| Jigsaw Cooperative Learning in General Education - Its Cognitive and Affective Effects and Learners’ Recognition Change |
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Kyong Ae Yu |
| 대학 교양수업에서 직소(Jigsaw) 협동학습 |
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유경애 |
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| Abstract |
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This study investigated learners’ recognition change on Jigsaw cooperative learning and its cognitive and affective effects. The Jigsaw model IV was employed in a general education course named “Creative Thinking & Communication” during the 1st semester of 2019. At the start of the school, 270 enrollers participated in the first survey; at the end of the school, 245 learners who finished the course participated in the second survey. The survey results show that the learners, who did not like team-based learning at first, actively participated in the Jigsaw activities and positively changed their recognition on preference and interest in team-based projects at the significant level (P<0.05). In the second survey, where they replied by Likert 5-point scale, they positively evaluated the effects of Jigsaw cooperative learning: they improved leadership (4.33) and self-esteem (3.94); reduced anxiety and burden of learning (3.91); could understand lessens easily and remember them longer (3.88); and enjoyed lessens (3.79). In particular, at the significant level, female students more positively evaluated all the effects. Females were more interested in cooperative learning, while males showed higher scores than females in preference only. These results indicate that Jigsaw cooperative learning might be more effectively applied to female students than male learners. It is suggested that more research should investigate gender differences in Jigsaw cooperative learning in the future. |
| Key Words:
learner-centered, general education, Jigsaw, cooperative learning, gender difference |
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