Effectiveness of Jigsaw teaching method on cognitive, emotional, academic and social-emotional adjustment

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This study aim is to evaluate the effectiveness of Jigsaw teaching method on cognitive, emotional, social- emotional adjustment and students math academic indicators. The study had a quasi-experimental design in which used inconsistent four groups with pretest and posttest and control groups. Participants consisted of 99 students from sixth grade elementary school in Baneh city in 2014-2015 who were selected by purposive sampling method and then they assigned randomly into experimental and control groups. Subjects was completed a researcher -made achievement test. The experimental group subjects’ received ten sessions’ instruction with Jigsaw method. The control group members’ at the same time continued to classroom routines. Research findings show that instruction by Jigsaw method has more positive effect on academic achievement, social -emotional adjustment and some sub -dimension of emotional- academic indicators (attitude towards school and purposes valuation) as compared with traditional teaching. Also Jigsaw teaching method resulted to improve students’ math achievement. This study has implications for math teachers who can be used Jigsaw teaching for improvement of math academic outputs.

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