Effectiveness of Jigsaw Classroom Strategy in Learning Mathematics

This study aims to determine the effectiveness of the Jigsaw Classroom Strategy in Learning Mathematics for Grade 7 students of Gabao National High School.  Two strategies, the Jigsaw Classroom Strategy, and the Traditional Method were compared to determine the effect on the mathematics performance level of the students. A descriptive-developmental method was employed in the study to utilize Modified Lessons on the selected topics in Geometry 7. The Modified lessons were developed and used for the Jigsaw Classroom Strategy with features: contextualization, independent learning, and personal responsibility. The content, format, presentation and organization, accuracy, and up-to-datedness of information of the modified lessons passed the validation of the 6 experts from the different schools in Irosin, Sorsogon, Philippines. Also, using a quasi-experimental design, data from the 60 Grade 7 students through pre-test and post-test were analyzed using an independent sample t-test. Thematic analysis was conducted to interpret the journals of the students engaged in the Jigsaw Classroom Strategy.  Overall, the student’s performance Improved using the Jigsaw Classroom Strategy compared to the traditional method. With the findings of the study, further study of Jigsaw Classroom was recommended.