The review reports that jigsaw classrooms produced gains in self-esteem, interpersonal attraction, empathy, and minority academic achievement without cost to majority students¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The review reports that, compared to control classrooms, jigsaw implementation was followed by gains in self-esteem, interpersonal attraction, and empathy, and that minority students' achievement improved without cost to majority students' performance. → Gehlbach 2010

Evidence¶

Gehlbach 2010¶

Gehlbach, Hunter. (2010). The social side of school: Why teachers need social psychology. Educational Psychology Review 22, no. 3: 349-362. https://doi.org/10.1007/s10648-010-9138-3

q2 · i? · review · r2

Narrative review attributing this to E. Aronson and Bridgeman (1979): jigsaw classrooms showed "gains in self-esteem, interpersonal attraction" and empathy versus control classrooms, with minority achievement gains at no cost to majority students. No effect sizes are printed.

"As compared to control classrooms, students in classrooms that implemented the jigsaw technique regularly experienced a wide range of beneficial outcomes including gains in self-esteem, interpersonal attraction towards their group-mates, and empathy between students of different races."

Discussion¶

Learner Variables¶

• Race and Ethnicity — moderator: an instructional effect differs by group
• Social Awareness and Relationship Skills — outcome: instruction changes it

Related Claims¶

• Cooperation compared with individualistic efforts typically results in higher achievement, greater retention, and greater social competence and self-esteem — related