understand elementary classroom
analysis classroom

How to Cite

Sheikh Tariq Mehmood, Razzaq Ahmad, & Kaleem Ullah. (2022). QUALITY EDUCATION: EFFECT OF JIGSAW METHOD ON REVISED BLOOM TAXONOMY IN THE SUBJECT OF MATHEMATICS. Global Journal for Management and Administrative Sciences, 3(1), 141–157. Retrieved from https://gjmasuok.com/index.php/gjmas/article/view/111


The teaching of mathematics is used by several methods; one of them is the cooperative learning jigsaw method to improve the student's higher ordered thinking skills. The study intended to investigate that how the jigsaw method is effective on higher-order thinking skills in the subject of mathematics at the elementary level. The major objectives of the study were; to understand the result of the jigsaw method on students' analysis skills, to examine the effect of the jigsaw method on the assessment of students' abilities, to explore the outcome of the jigsaw method on the creation of students' skills. The hypothesis used that there is no significant difference between the mean score of the experimental group and control group on analyzing, evaluating, and creating skills of the students. The sample of the study consist of 60 elementary school science students of Grade VIII in the subject of mathematics of two groups, 30 in the control group and 30 in the experimental group. The study was experimental and a Pre-test-Posttest control group was used as the study design. Purposive sampling was used for the selection of the samples. Data were analyzed by using SPSS-22, T-test was used to compare student pre-test and post-test. The major results of the study were; the jigsaw method is more effective than the traditional method because the learning effect in a stimulating environment has an eternal influence on the learning process of students. In the classroom, students use the jigsaw method to stimulate their enthusiasm and actively participate in classroom teaching because the jigsaw method creates a positive learning environment in the classroom.



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