With scrambled randomization and novel material, jigsaw produced no difference versus individualistic learning on a life-sciences test¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i0 negligible
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i0 In Experiment 2, jigsaw and individualistic conditions produced virtually identical learning scores on new sleep-cycle material (d = 0.00). → Arnaud Stanczak 2022

Evidence¶

Arnaud Stanczak 2022¶

Arnaud Stanczak, Céline Darnon, Anaïs Robert, Marie Demolliens, Camille Sanrey, Pascal Bressoux, Pascal Huguet, Céline Buchs, Fabrizio Butera, and PROFAN Consortium. (2022). Do Jigsaw classrooms improve learning outcomes? Five experiments and an internal meta-analysis. Journal of Educational Psychology, 114 (6), pp.1461-1476. https://doi.org/10.1037/edu0000730

q3 · i0 · causal · r2

Experiment 2 randomized 313 sixth graders, fully scrambled across classes, to jigsaw or individualistic study of a novel sleep-cycle text. The test showed participants "performed as well as" each other, d = 0.00, 95% CI [-0.22, 0.22].

"Participants in the jigsaw condition (M = 9.12, SD = 3.43) performed as well as the participants in the individualistic condition (M = 9.11, SD = 3.27), t(311) = 0.03, p = .979, d = 0.00, 95% CI [-0.22, 0.22]"

Discussion¶

Related Claims¶

• An internal meta-analysis across the five experiments estimated the jigsaw effect on learning at ES = 0.00, 95% CI (-0.10, 0.09) — a broader claim this one bears on
• In a two-hour randomized experiment, sixth graders in a jigsaw condition did not outperform those in an individualistic condition on a mathematics learning test — related
• Cooperation compared with individualistic efforts typically results in higher achievement, greater retention, and greater social competence and self-esteem — reports the opposite
• The review reports that jigsaw classrooms produced gains in self-esteem, interpersonal attraction, empathy, and minority academic achievement without cost to majority students — related
• Equivalence testing (TOST) indicated the observed jigsaw effect sizes were statistically equivalent to zero in the single-session experiments — possibly the same claim (merge candidate)
• Three practitioner digests report, second-hand, Johnson and Johnson's finding that cooperative learning tends to promote higher achievement than competitive and individualistic learning across ages, subjects, and types of learning — reports the opposite