ANALYZING THE EFFECTIVENESS OF THE JIGSAW LEARNING MODEL IN IMPROVING SECONDARY SCHOOL BIOLOGY EDUCATION IN GEDEO ZONE, SOUTH ETHIOPIA

Abstract

This study evaluated effects of Jigsaw learning model in improving secondary school biology education in Gedeo Zone, South Ethiopia. A quasi-experimental pretest-posttest design was employed, involving two secondary schools. One school (n = 40 students) was randomly assigned to the intervention group, while the other (n = 41 students) served as the control group. Data were collected using multiple choice biology achievement tests, close ended likert-acle student engagement questionnaires, semi-structured interviews, document analysis, and classroom observations. The quantitative data were analyzed using descriptive statistics, t-tests, MANOVA, correlation, and regression analysis, while the qualitative data were analyzed thematically through coding and categorization of interview transcripts, documents, and observational notes. Analysis of the pretest data revealed that no significant difference in biology achievement score (t(79) =1.34, P = 0.187), peer relationship scores (t(79) = 1.544, P = 0.126), academic support scores (t(79) =0.391, P = 0.697), and Overall learning gains scores (t(79) = 0.556, P = 0.58). After a 16-week intervention, the Jigsaw model resulted in a statistically significant improvement in the experimental group's post-test biology achievement scores (t(79) = 6.19, P < 0.05), Peer relationships scores (t(79) = 14.334, P< 0.05), academic supports scores (t(79) = 8.395, P < 0.05), and overall learning gains scores (t(79) = 9.463, P < 0.05). However, the intervention showed no notable impact on gender-based post-test achievement scores among experimental group participants (mean difference = 2.2, ES = 0.008, P > 0.05). The MANOVA results showed that the jigsaw model had broader impacts on peer relationships, academic support, and overall learning gains revealing moderate to substantial effects (Partial η2 = 0.471 0.722). Correlation analysis revealed strong positive associations among peer relationships, academic support and overall learning gains. Multiple regression analysis indicated that peer relationships and academic support together explained 43.2% of the variance in learning gains in biology. The qualitative findings supported these results; the Jigsaw model has positive impact on student engagement and understandings, achievement of course objectives and builds relationships with their peers. However, several challenges were identified, including unfamiliarity with the method, resource constraints, and resistance from some teachers. These findings suggest that the Jigsaw model has the potential to shift biology instruction from content driven to learner-centered approach. To maximize impact, schools should invest in teacher training, allocate resources for cooperative learning, and integrate Jigsaw into curricula. Future research should explore long-term sustainability and scalability across diverse Ethiopian educational settings.