Designing a modified jigsaw cooperative learning strategy to enhance academic performance of business education students at a university of technology

Abstract

Student academic performance is one of the fundamental objectives of any educational institution whose core vision is to create a harmonious community conducive to applied research, teaching and learning. Academic success at the tertiary level is a multidimensional phenomenon that embraces languages proficiency, learning and study strategies and personal characteristics that could be achieved students get accustomed to alternate learning approaches particularly Jigsaw cooperative learning so that they become skilled lifelong students. Failure and setbacks towards academic performance of Business Education students at a university of technology necessitated this research. The aim of this study was to investigate how Jigsaw, as a teaching and learning strategy, enhances the teaching and learning of Business Education students through a review of the literature on Jigsaw cooperative learning and teaching and learning. For a rich and deepened insights into this study, a mixed methods approach guided the research which proceeds from the post-positivist-constructivist paradigm (pragmatic research design). A pre- and post-test supported the Jigsaw intervention implemented with Business Education class groups. Students completed a four-point Likert scale questionnaire relating to their experiences of learning before the intervention and as a result of it. Focus group discussion were also conducted to support the questionnaire findings. The findings indicated that there is a relationship between a teaching method and students’ academic performance as well as operating within a developmental learning paradigm which has a positive effect on student learning outcome. The Jigsaw cooperative learning strategy played an important role in improving student participation and their academic performance thereby improving students’ accountability, academic interest, self-efficacy beliefs, critical thinking skills, cooperative learning, academic responsibility, motivation, social skills and goal orientated. Nevertheless, Business Education students recommended that additional time, adequate learning materials, prompt and understandable feedback is necessary for greater achievement towards their studies. The review of the literature, and the findings of the empirical research form the basis for designing a modified Jigsaw cooperative learning framework for the teaching of Business Education in higher education institutions.