Safa Hussain Alsaadi1, & Mohamed A. Shahat2
Ministry of Education, Oman
College of Education, Sultan Qaboos University, Oman
College of Education, Aswan University, Egypt
Volume: 17 | Issue: 4 | Pages: 44-57 | December 2025 | https://doi.org/10.54940/ep77961633 | PDF
Received:27/03/2024 | Received:08/05/2024 | Accepted:13/05/2024
Corresponding Author: [email protected]
Abstract
This study aimed to assess the impact of the Jigsaw cooperative learning strategy on the academic achievement and motivation of seventh-grade female students in the Sultanate of Oman. A quasi-experimental methodology was employed to achieve this goal, with a design consisting of two experimental and control groups. The study sample was randomly selected from two schools in the southern region of Al Batinah, comprising a total of 69 students. The experimental group (36 students) was taught using the Jigsaw strategy, while the control group (33 students) was taught using conventional teaching methods. The researchers developed an academic achievement test to measure the academic achievement level, while a pre-existing motivational scale was chosen to measure the students' motivation levels. The results indicated statistically significant differences in the achievement level in the post-application dimension of the achievement test in favor of the experimental group. The results also revealed statistically significant differences in motivation levels in the post-application dimension of the motivational scale in favor of the experimental group. The study recommends the necessity of incorporating the Jigsaw strategy in teaching and providing training sessions for teachers on how to implement it in classroom lessons.
Keywords
Jigsaw Strategy, academic achievement, Motivation, Science.
How to Cite
Alsaadi, S. & Shaha, M. (2025). The Impact of the Jigsaw Strategy on Academic Achievement and Motivation in Science Learning for Seventh-Grade Female Students in the Sultanate of Oman. Journal of Umm Al-Qura University for Educational and Psychological Sciences, Vol17(4), pp44-57. https://doi.org/10.54940/ep77961633
License
1658-8177/© 2025-by the Authors. Published by-J. Umm Al-Qura Univ. for Edu. and Psychological Sci.-This is an open-access article distributed under the terms and conditions of the https://creativecommons.org/licenses/by-nc/4.0/-