Effects of the Jigsaw Formative Assessment Technique on Primary Grade Students’ Academic Achievement in General Science
DOI:
https://doi.org/10.58932/MULI0026Keywords:
Jigsaw, Formative Assessment Technique, Comprehension, Application, Primary School Level, Students’ academic achievement. General ScienceAbstract
The study aimed to examine the impact of the Jigsaw formative assessment technique on students’ academic achievement in General Science at the primary level. A quantitative, quasi-experimental design was used. The study was conducted at Government Boys Primary School Burewala. A sample of 30 students was selected to represent the population. An achievement test of 30 questions was developed:10 knowledge, 10 comprehension, and 10 application items. A total of 15 lesson plans and tests were prepared by the researcher. Pretests and post-tests were administered to measure achievement gains. Data were analyzed using SPSS and an independent sample t-test. Results showed a significant difference between pretest and post-test scores (p < 0.05, Cohen’s d = 0.82), indicating a large effect. Post-test scores were higher for all students after Jigsaw instruction. Significant improvements were found in knowledge (p < 0.05, d = 0.78), comprehension (p < 0.01, d = 0.85), and application (p < 0.05, d = 0.80) levels. These results confirmed the positive and strong impact of Jigsaw on learning. It is recommended that teachers apply Jigsaw formative assessment to enhance student achievement in General Science. The findings imply that incorporating collaborative learning strategies like Jigsaw can foster deeper understanding, promote peer interaction, and make science instruction more engaging and effective in real classroom settings.
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