Matar Ahmed Alessa
Assistant Professor of Science Education and Learning, Department of Curriculum and Instruction, Faculty of Education, Umm Al-Qura University, Makkah, Saudi Arabia
Volume: 18| Issue: 1| Pages: 132-148| March 2026 | https://doi.org/10.54940/ep70448893 | PDF
Received: 23/01/2026 | Received: 02/02/2026 | Accepted: 07/02/2026
Corresponding Author: maease@uqu.edu.sa
Abstract
This study explores the effectiveness of integrating ChatGPT with a jigsaw teaching strategy on student achievement and learning retention in science education. The study used a quasi-experimental design, and the research involved 58 students from one school in a governate of Makkah region in Saudi Arabia who assigned to the intervention. The ANCOVA test was conducted to compare groups' performance on post and delayed test scores, and the effect size was calculated to determine the magnitude of the observed differences. The findings revealed a statistically significant difference between the experimental and control groups on students' achievement (p = 0.028). In addition, there was no significant difference found between the groups on the delayed retention test. However, within-group analysis showed a significant decline in performance over time in the experimental group at (p = 0.033), warranting further investigation into the long-term sustainability of ChatGPT-supported instruction.
Keywords
AI, ChatGPT, Jigsaw, Students' Achievement, Learning Retention
How to Cite
Alessa, M. (2026). The Effectiveness of Using Jigsaw Strategy and ChatGPT Support on Students' Achievement and Learning Retention in a Teaching Unit of Science Curriculum for First Intermediate Grade. Journal of Umm Al-Qura University for Educational and Psychological Sciences, Vol18 (1), pp132-148. https://doi.org/10.54940/ep70448893
License
1658-8177/© 2026-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/-