Using the Jigsaw technique to enhance collaborative skills in high school

Abstract

This study investigates the effectiveness of the Jigsaw technique in developing collaborative skills among high school students. Rooted in the theories of social constructivism and cooperative learning, the Jigsaw approach encourages learners to become both teachers and students within group work, thereby promoting interdependence, empathy, and accountability. A mixed-method design was used, combining quantitative surveys and qualitative reflections to evaluate the outcomes of Jigsaw-based classroom activities. Thirty high school students from grades 9 and 10 participated in the study. Data were collected through a structured questionnaire and observation checklist, then analyzed using descriptive statistics and thematic analysis. The findings revealed that the Jigsaw method significantly improved students’ teamwork, communication, and responsibility during group learning tasks. The results also indicated increased motivation and peer support, although challenges such as unequal participation and time management persisted. The study concludes that the Jigsaw technique is a powerful pedagogical tool for fostering collaboration in secondary education when implemented with balanced group roles and consistent teacher guidance.