Cooperative learning through jigsaw classroom technique for designing cast partial dentures - a comparative study

Abstract

Objective: Objective of the study was to compare the jigsaw cooperative learning technique to the traditional lectures for learning cast partial denture designing. Method: Seventy-two fourth BDS students were randomly assigned into either the jigsaw or traditional lecture groups (n = 36). A pre-test on the topic 'designing of cast partial dentures' was administered to all students before the start of the study. The Jigsaw learning method was administered to the experimental group for 4 weeks. At the same time, the control group experienced the lecture-based learning method. At the end of 4 weeks, all students were re-tested (post-test) on the subject. A retention test was administered 3 weeks after the post-test. Mean scores were calculated for each test for the experimental and control groups, and the data obtained was analyzed using independent sample t-test. Results: No significant difference was determined between the jigsaw and lecture-based methods at pre-test. However, post-test and retention scores were better for jigsaw group with statistical significance. The highest mean test score was observed in the post-test with the jigsaw method. In the retention test, success with the jigsaw method was significantly higher than that with the lecture-based method. Conclusion: The jigsaw method can be used as an effective learning tool. However, different topics with varying complexity and different cohorts of students need to be tested in future studies.

Keywords

• Jigsaw classroom
• Cooperative learning
• Student centered learning