The Jigsaw teaching method compared to traditional teaching on anatomy and physiology knowledge in higher education – a randomised controlled trial

Project summary

Background Traditional teaching (TT) is lecturer-centred, while student-centred teaching, including Jigsaw (JS), fosters student interaction. However, the results of research on the effectiveness of JS on learning outcomes is inconsistent. This randomised controlled trial compared the effect of JS and TT on higher-education students’ knowledge of the anatomy and physiology of the sensory apparatus and on their perceptions of the two teaching methods. Methods Forty-eight undergraduate social nursing students were randomised to either a TT or JS-based learning activity. One JS student dropped out before completing the activity and was excluded, resulting in 47 participants (23 TT, 24 JS). Improvement in knowledge was assessed by recording the number of correct answers (points) on a 25-question multiple-choice test at three time points: before the activity (baseline), immediately after the activity (post-intervention) and at a three-month follow-up. Additionally, the students’ perceptions were surveyed post-intervention using a questionnaire. Improvement in knowledge was analysed using a longitudinal model, and group differences in perceptions were analysed using Wilcoxon–Mann–Whitney tests. Results Both groups significantly improved knowledge from baseline to post-intervention (TT: 5.2 points; JS: 4.6 points; p < 0.001 both groups) and from baseline to the three-month follow-up (TT: 3.8 points; JS: 3.3 points; p < 0.001 for both groups). No statistically significant differences in knowledge were observed between the groups (post-intervention difference: −0.5 points, 95% CI: −2.3 to 1.2, p = 0.54; three-month difference: −0.6 points, 95% CI: −2.4 to 1.2, p = 0.52). Overall, 91% improved from baseline to post-intervention, and 83% from baseline to three months. A higher proportion of TT students than JS students preferred their assigned teaching activity over others (78% vs. 38%, p = 0.002) or believed it would improve their grades (87% vs. 42%, p = 0.004). On the other hand, a lower proportion thought that it provided useful practice in oral presentation / communication (61% vs. 88%, p = 0.02). Conclusions This study found that both the Jigsaw method and traditional lectures effectively improve anatomy and physiology knowledge among students. Despite a student preference for traditional teaching, there were no significant differences in knowledge acquisition or retention between the two methods.

Method

Prosjektet gjennomførast som eit randomisert, kontrollert studie med strafisert randomisering. Studentar tilknytt vernepleierutdanninga i Sogndal på heiltid og deltid på eit emne omhandlande anatomi og fysiologi vert invitert til deltaking.

Desse vert randomisert til tradisjonell eller studentaktiv undervisning omhandlande sanseapparatet. 

Kunnskapstest vert gjennomført før, etter og tre månader etter undervisning. 

Kvantitativt spørjeskjema med likert-skala vert gjennomført etter undervisning.