Effectiveness of Jigsaw Learning Strategy in Enhancing Grade 7 Students' Mathematics Performance

Abstract

The Jigsaw Learning Strategy has proven effective in international contexts, but local studies in Philippine mathematics classrooms remain scarce. To address persistently low mathematics performance among Grade 7 students, this research investigated the effectiveness of this approach in enhancing students’ performance. The study employed a quasi-experimental, non-equivalent pretest-posttest control group design involving 30 students from an existing section. Learners were matched based on their pretest scores and assigned to either the experimental group, which received instruction using the Jigsaw Learning Strategy, or the comparison group, which was taught through conventional methods. Mathematics performance was measured through a pretest, formative assessments, and a posttest. Descriptive statistics (mean, standard deviation, and five-number summary) were used to analyze score distribution and variability across pretest, formative, and posttest assessments. An independent-samples t-test compared formative and posttest mean scores between groups, while a paired-samples t-test evaluated pretest-to-posttest gains within each group. Lastly, Cohen’s d measured the effect size of the Jigsaw Learning Strategy on student performance. The findings showed that both groups had comparable prior knowledge; however, students exposed to the Jigsaw Learning Strategy performed better on the formative and posttest assessments than those taught using traditional instruction. Statistical analysis also revealed significant differences between the two groups, indicating the effectiveness of the Jigsaw Learning Strategy in improving mathematics performance. However, variations in individual outcomes suggested the need for extended exposure and additional support for lower-achieving learners. It is recommended that teachers integrate Jigsaw into classroom practice to promote collaboration and confidence, institutions provide professional development to strengthen cooperative learning approaches, and future researchers examine its application across broader samples, grade levels, and mathematical domains.