NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1014333
Record Type: Journal
Publication Date: 2013-Jul
Pages: 6
Abstractor: As Provided
ISSN: ISSN-0098-6283
Jigsaw Variations and Attitudes about Learning and the Self in Cognitive Psychology
Crone, Travis S.; Portillo, Mary C.
Teaching of Psychology, v40 n3 p246-251 Jul 2013
Jigsaw classroom research has primarily explored racial relationships at the primary and secondary educational levels. The present study explored whether the jigsaw classroom would have an effect on students' attitudes about their own academic abilities and practices at the university level. The present study also sought to illuminate the necessary time course for the technique. Three sections of students in a cognitive psychology course participated. One section received a full jigsaw exposure, one received a reduced jigsaw exposure, and one received no jigsaw exposure. Posttests reveal that students given the full jigsaw exposure report an increased ability to teach psychological concepts to other students compared to the control condition. Moreover, there is evidence that the jigsaw technique increases the students' ability to communicate orally and their belief in themselves as scholars.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A