The Effectiveness of the Jigsaw Strategy in Acquiring Psychological Concepts in the Subject of Foundations of Education among Students of the College of Education for Humanities

Abstract

Abstract

The aim of this research is to investigate the effectiveness of the Jigsaw strategy in acquiring psychological concepts in the subject of Foundations of Education among students of the College of Education for Humanities. The researcher adopted the experimental method using a two-group design (experimental and control) with a post-test. To achieve the research objective, the researcher formulated the null hypothesis stating: "There is no statistically significant difference at the 0.05 level between the mean scores of the experimental group students, who study the Foundations of Education course according to the Jigsaw strategy, and the mean scores of the control group students, who study the same course using the conventional method, in the psychological concepts acquisition test."

The research sample consisted of (85) male and female students, with (45) in the experimental group and (40) in the control group, for the academic year 2023–2024, first semester. The researcher developed a psychological concepts acquisition test comprising 36 items, and its validity and reliability were confirmed. The test was then applied to the research sample. Data were analyzed statistically using the independent-samples t-test. The results indicated that there is a statistically significant difference at the 0.05 level in favor of the experimental group in the psychological concepts acquisition test. In light of these findings, the researcher recommended employing the Jigsaw strategy in teaching other academic subjects.