The Effects of Cooperative Learning Based on the Jigsaw Technique on the Learning Achievement and 21st Century Learning Skills of Nursing Students

Abstract

This quasi-experimental study aimed to compare the learning achievement and 21^st-century learning skills of students enrolled in the bachelor of nursing science program between those who received cooperative learning using the jigsaw technique and those who received lecture-based learning. The sample consisted of 155 second-year nursing students from Boromarajonani College of Nursing, Chiang Mai, selected through purposive sampling. Research instruments included a lesson plan for the Adult Nursing 1 course on infectious and tropical diseases, incorporating cooperative learning using the jigsaw technique, an academic achievement test, and a 21^st-century learning skills questionnaire. Data were analyzed using descriptive statistics and the Independent t-test.

The study found that nursing students who received cooperative learning through the jigsaw technique demonstrated significantly higher learning achievement and 21^st-century learning skills than those who received lecture-based instruction (p-value < 0.001). These findings highlight the effectiveness of the jigsaw technique in promoting deep learning, enabling students to enhance their academic performance while developing essential 21^st-century skills. Therefore, integrating the jigsaw technique with other teaching methods and expanding its application across various nursing courses and specialties is recommended. This approach can further enhance students’ academic achievement and equip them with learning skills that align with the demands of the 21^st century.