IMPLEMENTATION OF THE JIGSAW COOPERATIVE LEARNING METHOD AMONG UNDERGRADUATE MBBS STUDENTS
Main Article Content
Keywords
Jigsaw Method, Cooperative Learning, Student Engagement, Active Learning
Abstract
Background: The Jigsaw Method is a cooperative learning strategy developed in the early 1970s by social psychologist Elliot Aronson and his colleagues. It was first implemented in Austin, Texas, during a period of school desegregation when classrooms were marked by high levels of competition, tension, and social division. The method was conceptualized to reduce prejudice, foster cooperation, and improve academic outcomes by making learners mutually interdependent. The term “jigsaw” reflects the structure of the learning task as each student represents an essential piece of the whole. Learners initially work within small home groups and subsequently move into expert groups to master a specific subtopic. They then return to their home groups to teach their peers. This design promotes accountability, active participation, responsibility, and mutual respect.
Objective: To evaluate the effectiveness of the Jigsaw cooperative learning method in enhancing student engagement, collaboration, and academic achievement among undergraduate MBBS students.
Methods: This study was conducted among 200 first-year MBBS students (batch 2025–26) at GS Medical College & Hospital, Hapur. Students were divided into four batches of 50 each and further organized into expert groups of five students. The Jigsaw method was implemented during regular classroom teaching in Anatomy. Learning outcomes were assessed through achievement-based evaluation and student feedback collected via a Google Form using a Likert-scale questionnaire.
Results: The implementation of the Jigsaw method resulted in improved student participation, better conceptual understanding, and enhanced peer-assisted learning.
Objective: To evaluate the effectiveness of the Jigsaw cooperative learning method in enhancing student engagement, collaboration, and academic achievement among undergraduate MBBS students.
Methods: This study was conducted among 200 first-year MBBS students (batch 2025–26) at GS Medical College & Hospital, Hapur. Students were divided into four batches of 50 each and further organized into expert groups of five students. The Jigsaw method was implemented during regular classroom teaching in Anatomy. Learning outcomes were assessed through achievement-based evaluation and student feedback collected via a Google Form using a Likert-scale questionnaire.
Results: The implementation of the Jigsaw method resulted in improved student participation, better conceptual understanding, and enhanced peer-assisted learning.
References
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2. Earl GL. Using cooperative learning for a drug information assignment. Am J Pharm Educ.2009; 73:132.
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4. Bonwell CC, Eison JA. Active Learning: Creating Excitement in the Classroom. Washington, DC: ASHE-ERIC; 1991.
5. Slavin RE. Cooperative Learning. Pearson Education; 2014.
6. Bhosale S, Premchand SA, Mallashetty N, Raghavendra AY. Jigsaw method – a unique approach to peer learning in anatomy. 2024; IJSR, 13(10).
7. Buhr GT, Heflin MT, White HK, Pinheiro SO. Using the jigsaw cooperative learning method to teach medical students about long-term and post-acute care. J Am Med Dir Assoc. 2014; 15 (6):429–434.
8. Voyles EC, Bailey SF, Durik AM. New pieces of the jigsaw classroom: increasing accountability to reduce social loafing. The New School Psychology Bulletin.2015; 13:11–20.
9. Freeman S, Eddy SL, McDonough M, et al. Active learning increases student performance in science, engineering, and mathematics. Proc Natl Acad Sci USA. 2014; 111(23):8410–8415.
10. Lom B. Classroom activities: simple strategies to incorporate student-centered activities within undergraduate science lectures. J Undergrad Neurosci Educ. 2012; 11:A64–A71.
11. Jigsaw Steps [Internet]. SERC Carleton College. Available from: http://serc.carleton.edu/sp/library/jigsaws/steps.html
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14. Souvignier E, Kronenberger J. Cooperative learning in jigsaw groups for mathematics and science. Br J Educ Psychol.2007; 77:755–771.
2. Earl GL. Using cooperative learning for a drug information assignment. Am J Pharm Educ.2009; 73:132.
3. Perkins DV, Saris RN. A “jigsaw classroom” technique for undergraduate statistics courses. Teaching of Psychology.2001; 28:111–113.
4. Bonwell CC, Eison JA. Active Learning: Creating Excitement in the Classroom. Washington, DC: ASHE-ERIC; 1991.
5. Slavin RE. Cooperative Learning. Pearson Education; 2014.
6. Bhosale S, Premchand SA, Mallashetty N, Raghavendra AY. Jigsaw method – a unique approach to peer learning in anatomy. 2024; IJSR, 13(10).
7. Buhr GT, Heflin MT, White HK, Pinheiro SO. Using the jigsaw cooperative learning method to teach medical students about long-term and post-acute care. J Am Med Dir Assoc. 2014; 15 (6):429–434.
8. Voyles EC, Bailey SF, Durik AM. New pieces of the jigsaw classroom: increasing accountability to reduce social loafing. The New School Psychology Bulletin.2015; 13:11–20.
9. Freeman S, Eddy SL, McDonough M, et al. Active learning increases student performance in science, engineering, and mathematics. Proc Natl Acad Sci USA. 2014; 111(23):8410–8415.
10. Lom B. Classroom activities: simple strategies to incorporate student-centered activities within undergraduate science lectures. J Undergrad Neurosci Educ. 2012; 11:A64–A71.
11. Jigsaw Steps [Internet]. SERC Carleton College. Available from: http://serc.carleton.edu/sp/library/jigsaws/steps.html
12. Davis-McGibony CM. Protein-sequencing jigsaw. Journal of Chemical Education. 2010;87(4).
13. Medical Council of India. Competency Based Undergraduate Curriculum. Available from: http://www.mciindia.org (Accessed 21.5.17).
14. Souvignier E, Kronenberger J. Cooperative learning in jigsaw groups for mathematics and science. Br J Educ Psychol.2007; 77:755–771.
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Published
Jan 05, 2026
Article Details
How to Cite
Dr Anant Kumar, Dr Vanita Gupta, Dr Sonali Kataria, & Dr Aditi Bhatnagar. (2026). IMPLEMENTATION OF THE JIGSAW COOPERATIVE LEARNING METHOD AMONG UNDERGRADUATE MBBS STUDENTS. Journal of Population Therapeutics and Clinical Pharmacology, 33(1), 1199-1209. https://doi.org/10.53555/x8h1mr56
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Author Biographies
Dr Anant Kumar
Assistant Professor, Anatomy, GS Medical College & Hospital, Hapur
Dr Vanita Gupta
HOD & Professor, Anatomy, GS Medical College & Hospital, Hapur
Dr Sonali Kataria
Assistant Professor, Anatomy, GS Medical College & Hospital, Hapur
Dr Aditi Bhatnagar
Professor, Anatomy, School of Medical Sciences & Research, Sharda University, Noida
How to Cite
Dr Anant Kumar, Dr Vanita Gupta, Dr Sonali Kataria, & Dr Aditi Bhatnagar. (2026). IMPLEMENTATION OF THE JIGSAW COOPERATIVE LEARNING METHOD AMONG UNDERGRADUATE MBBS STUDENTS. Journal of Population Therapeutics and Clinical Pharmacology, 33(1), 1199-1209. https://doi.org/10.53555/x8h1mr56
