Effect of Jigsaw Cooperative Learning on Short-Term Academic Performance and Engagement Compared to Tutorials Among MBBS Students: A Quasiexperimental Study.

backgroundCooperative learning methodologies are progressively used in medical education to promote engagement and understanding. This research compared the jigsaw cooperative learning strategy with the conventional tutorial method among second-year MBBS students, with a focus on short-term learning outcomes and learner perceptions.

methodsA quasiexperimental educational study with random allocation was conducted among 160 students assigned to tutorial (n = 80) and jigsaw (n = 80) groups. Pretest and posttest assessments were used to evaluate learning gain. Student perceptions were collected using a 5-point Likert scale, and faculty feedback was obtained. Statistical analysis included paired and independent t tests, along with effect size (Cohen's d) and relative improvement measures.

resultsBoth groups demonstrated substantial improvement in posttest scores (p < 0.05). The mean learning gain differed between groups (jigsaw: 5.50 ± 3.76; tutorial: 3.78 ± 3.55; p = 0.003). Effect size estimates were 2.17 for the jigsaw method and 1.22 for the tutorial method, with a between-group effect size of 0.47. Relative improvement was 64.8% in the jigsaw group and 38.3% in the tutorial group. Student perception data indicated generally higher engagement and satisfaction with the jigsaw approach, and faculty feedback was positive.

conclusionThe findings suggest that the jigsaw method may offer improved short-term learning outcomes and engagement compared to conventional tutorials. However, as the assessment was limited to immediate outcomes, further studies are needed to evaluate long-term retention and broader educational impact.