Citation

Moskowitz JM, Malvin JH, Schaeffer GA, Schaps E. Am. Educ. Res. J. 1983; 20(4): 687-696.

Copyright

(Copyright © 1983, American Educational Research Association, Publisher SAGE Publishing)

DOI

10.3102/00028312020004687

PMID

unavailable

Abstract

Cooperative learning techniques have been promoted for the development of social competencies and constructive peer relationships. One such technique, Jigsaw, was evaluated for its effects on students' attitudes and behaviors with regard to themselves, peers and school. Fifth- and sixth-grade teachers implemented Jigsaw for about 2 hours each week over a school year. Using a randomized invitation design, these teachers were compared with controls who were willing to be trained in Jigsaw had they been offered it. Few affective gains were found although participants in Jigsaw rated their classes as less competitive and sixth graders rated their classes as more cooperative. Analyses of exemplary Jigsaw classes revealed similar results and also improved attendance. Results were discussed in terms of problems inherent in the strategy and the generalizability of the findings.