Jigsaw Variations and Attitudes about Learning and the Self in Cognitive Psychology
- Resource Type
- Journal Articles
Reports - Research
Tests/Questionnaires
- Authors
- Crone, Travis S.; Portillo, Mary C.
- Source
- Teaching of Psychology. Jul 2013 40(3):246-251.
- Subject
- Psychology
Classroom Research
Cognitive Style
Cognitive Psychology
Student Attitudes
Self Concept
Academic Achievement
Control Groups
Cooperative Learning
Minority Groups
Institutional Characteristics
College Students
Attitude Measures
Multivariate Analysis
Item Analysis
Pretests Posttests
Likert Scales
- Language
- English
- ISSN
- 0098-6283
Jigsaw classroom research has primarily explored racial relationships at the primary and secondary educational levels. The present study explored whether the jigsaw classroom would have an effect on students' attitudes about their own academic abilities and practices at the university level. The present study also sought to illuminate the necessary time course for the technique. Three sections of students in a cognitive psychology course participated. One section received a full jigsaw exposure, one received a reduced jigsaw exposure, and one received no jigsaw exposure. Posttests reveal that students given the full jigsaw exposure report an increased ability to teach psychological concepts to other students compared to the control condition. Moreover, there is evidence that the jigsaw technique increases the students' ability to communicate orally and their belief in themselves as scholars.