A mixed method evaluation of cooperative learning using jigsaw classroom model in clinical pharmacology course

Abstract Purpose To evaluate use of cooperative learning using jigsaw classroom model in clinical pharmacology course for undergraduate university students. Methods A sequential mixed method study design was used. Jigsaw learning was used for teaching selected topics in clinical pharmacology course in addition to traditional lectures used to conduct the remaining topics. At the end of the course, students completed the Jigsaw learning assessment instrument that measured attitude, knowledge, skills and satisfaction. In-depth interviews were conducted to explore their experiences. Test scores of teaching content taught by Jigsaw learning was compared to the content delivered by traditional lectures. Results Lowest mean score depicting strongly positive response were observed for survey item-3 (1.9±0.98), item-13 (1.9±0.88) and item-19 (1.8±0.86) within the subscales measuring attitude, skills and satisfaction respectively. Difference between the test performance in course content delivered by jigsaw classroom technique compared to traditional lectures was statistically significant (p<0.001). Difference between mean responses of high and low test scoring students was significant for survey item-4 (p=0.04), item-8 (p=0.001), item-11, 12 (p=0.01, 0.02) and item-16 (p=0.03). Conclusion Jigsaw classroom model had positive effects on the attitude, knowledge, skills, satisfaction and test performance of students in clinical pharmacology course.