فاعلية استخدام استراتيجية الجيكسو (Jigsaw) في تنمية عمليات العلم والتحصيل الدراسي

Abstract

This study aims to investigate the effectiveness of using the jigsaw strategy in developing science process skills and raising academic achievement in social studies among sixth-grade students. The research problem stemmed from the practical observation of the weakness of these skills in schools, despite the theoretical emphasis on them in educational curricula. This was attributed to the dominance of traditional teaching methods and the weak application of active strategies, including jigsaw. The study relied on a quasi-experimental approach, using a two-group design (experimental and control). The experimental group studied according to the jigsaw strategy, while the control group studied using the traditional method. The effect of the strategy was measured through achievement tests and tests to measure science process skills (pre-test, post-test, and post-test). The results of the study revealed statistically significant differences in favor of the experimental group in academic achievement and science process skills, both in the post-test and post-test, indicating the effectiveness and sustainability of the impact of jigsaw. The results also revealed a positive correlation between academic achievement and the development of science process skills. The importance of the study stems from its provision of practical evidence of the effectiveness of the jigsaw strategy in improving learning outcomes, in addition to its contribution to addressing existing gaps in classroom practices. The researcher also recommends adopting this strategy, training teachers on it, integrating it into curricula, and expanding the scope of future studies to verify its effectiveness in multiple educational contexts.