Cooperative learning in elementary schools:: Effects of the jigsaw method on student achievement in science

Jigsaw, a cooperative learning environment, was implemented in eight third and fourth grade classes and compared with traditional science instruction in control classes. In jigsaw every student becomes an "expert" for one section of the topic, which he or she then teaches to his or her teammates. Children in the cooperative classes were expected to show greater increase in knowledge than their traditionally learning counterparts independent of level of prior knowledge. Within the cooperative classes the influence of being an expert or listener on achievement was assessed. Results of the study show a substantially greater increase in declarative knowledge in the cooperative classes; the difference between groups was stable after four months. Children on all levels of prior knowledge profited from the cooperative learning method. Experts in the cooperative teams achieved better results about their sections of the topic than listeners. Listeners outperformed traditionally instructed children in most of the topics.