Effectiveness of Cooperative Learning by Jigsaw Method in Understanding Biochemistry for First Year MBBS StudentsA Randomised Interventional Study
Introduction: Cooperative learning is a method of education in which the learner is responsible not only for his learning but also for the learning of others. One of the methods in cooperative learning is Jigsaw. Given the benefits of cooperative learning, the current researchers were interested...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
JCDR Research and Publications Pvt. Ltd.
2022-07-01
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| Series: | National Journal of Laboratory Medicine |
| Subjects: | |
| Online Access: | https://www.njlm.net/articles/PDF/2665/56700_CE[Nik]_F(SHU)_PF1(SM_SHU)_PFA(SHU)_PB(SM_SHU)_PN(SHU).pdf |
| Summary: | Introduction: Cooperative learning is a method of education in
which the learner is responsible not only for his learning but also
for the learning of others. One of the methods in cooperative
learning is Jigsaw. Given the benefits of cooperative learning,
the current researchers were interested to conduct teachinglearning sessions using the jigsaw method to teach "Enzymes"
in Biochemistry.
Aim: To estimate the effectiveness of Cooperative learning
by the jigsaw method in understanding Biochemistry for 1st
year Bachelor of Medicine and Bachelor of Surgery (MBBS)
students.
Materials and Methods: This randomised interventional study
was conducted at East Point College of Medical Sciences and
Research Centre, Bangalore, India from March 2021 to August
2021. The 150 first Year MBBS students for academic year 2020-
2021 were divided into two groups (control and interventional
groups). Both control and intervention groups were subjected to
pretest before learning sessions. In the intervention method, the
students were divided into nine home groups with eight students
each. Eight subtopics from enzymes were given for self study and
to discuss with other members The control group had a learning
session by traditional method. Following the learning sessions,
both groups took post-test and their feedback was taken on the
likert scale. The mean and standard deviation of pre and posttests were subjected to paired samples test and independent
samples test. All the data obtained was entered into MS excel
and analysed by Statistical Package for the Social Sciences
(SPSS) version 20.0 using descriptive statistics. Paired student
“t” test and independent test were used.
Results: Interventional group had 72 students (26 male and
46 female students) and the control group had 75 (26 male
and 49 female students). Students aged between 17 to 19
years participated in the study. The mean score in pretest was
15.70±3.04 and in post-test 21.02±2.31 for the interventional
group, whereas it was 15.34±4.03 and 20.78±3.22 for pre and
post-test respectively in the control group. This intragroup
comparison was found to be significant (p<0.001). With the
application of the independent samples test, no significant
difference was observed in pre or post-test grades between the
study and control groups (p>0.05).
Conclusion: Grades between pre and post-tests of both
groups implied that tutorial sessions by jigsaw method helped
to improve knowledge gain. Students felt the session helped to
improve their communication skills and requested to implement
other topics which is the need of the hour. |
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| ISSN: | 2277-8551 2455-6882 |