In a semester-long crossover experiment with a real teacher, learning scores under jigsaw were not higher than under teaching-as-usual in physics and chemistry¶
Claim · All claims
Evidence · 1 study · causalr3·q3·i0negligible
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person
Design limits · Arnaud Stanczak 2022: groups were assigned but students were analysed as independent (read from the study by two models, 2026-10-25)
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i0 Across 16 weekly sessions with a trained classroom teacher, learning outcomes were not higher in the jigsaw condition than in teaching-as-usual (d = -0.07). → 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 · r3
Experiment 3A, a pre-registered within-participant crossover with 110 sixth graders over 16 one-hour sessions taught by their regular teacher, comparing jigsaw and TAU periods on the same material. Jigsaw scores were "not higher" than TAU scores.
"learning outcomes on the learning test were not higher when participants were in the jigsaw condition (M = 10.78, SD = 3.58) compared to the teaching-as-usual condition (M = 11.15, SD = 3.34), t(110) = 0.76, p = .777, d = - 0.07, 95% CI [-0.26, 0.11]"
Discussion¶
Related Claims¶
- 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
- LLM teaching effectiveness varies substantially across subject domains, strongest where knowledge points apply directly and weakest in physics and chemistry — related
- Cooperative learning exercises were rated highly useful by >94% of students and were associated with roughly doubled class attendance — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
jigsaw-vs-tau-null-semester-e3a |
title |
In a semester-long crossover experiment with a real teacher, learning scores under jigsaw were not higher than under teaching-as-usual in physics and chemistry |
description |
In a semester-long crossover experiment with a real teacher, learning scores under jigsaw were not higher than under teaching-as-usual in physics and chemistry |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2022 |
generated |
by process:wiki-ingest on 2026-10-25 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — arnaud-stanczak-2022 |
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