The Jigsaw Technique in Nursing Education (jigsaw)

The Effects of the Jigsaw Technique in Web-based Distance Education of Nursing Students: a Randomized Controlled Trial

Aim: This study aimed to determine the effect of the jigsaw technique on students' self-confidence, learning motivation, and academic success in physical examination e-teaching according to systems as a randomized controlled trial. The volunteering students were divided into two groups, intervention and control groups, according to a randomization made with a computer program. The Jigsaw Technique was applied to the intervention group, while the control group received the traditional learning method. To avoid interaction between the groups, the lessons in the intervention and control groups were conducted by different instructors. Prior to the application, data collection tools were applied to the intervention and control groups as a pre-test.

Study Overview

• Status: Completed
• Conditions: Education; Nursing Student
• Intervention / Treatment: Other: the jigsaw technique in web-based distance education

Detailed Description

Aim: This study aimed to determine the effect of the jigsaw technique on students' self-confidence, learning motivation, and academic success in physical examination e-teaching according to systems as a randomized controlled trial. The volunteering students were divided into two groups, intervention and control groups, according to a randomization made with a computer program. The Jigsaw Technique was applied to the intervention group, while the control group received the traditional learning method. To avoid interaction between the groups, the lessons in the intervention and control groups were conducted by different instructors.

Intervention Group; Starting from the week following the pre-test application, online training was continued according to the jigsaw technique for a total of 6 weeks, two hours a week, for the intervention group. In the first week, 6 subgroups of 6 people were created. Sub-topics of the physical examination course were shared according to the systems to these groups, called the main group, and the course documents were shared with the students.

In the first week, it was aimed for the groups to get to know each other and the first lesson was used for that. A responsible student was determined for each main group, names were given to the groups. In the second week, the students in the main group researched the sub-topics of the unit given to them and formed a new group by coming together with students who were researching the same subject. This group was called the expert group. In these groups, the students shared their course information and studied the subject by exchanging ideas to explain the subject they were working on to their friends. In the third and fourth weeks, expert groups continued their studies to reinforce the subject.

In the fifth and sixth groups, the students returned to their main groups and explained the subjects they had learned in the expert groups to their main group. Students were expected to teach each other all parts of the unit in their main groups. In the intervention group, the instructor only fulfilled the role of a guide and explained subjects that the students had difficulties understanding. At the end of the six weeks, the learning motivation and self-confidence scales were re-administered as a post-test. In addition, an academic achievement test was applied.

Control Group; The subjects were explained by the instructor with the traditional e-teaching method and as in the intervention group, the lectures were conducted online for two hours a week for 6 weeks. At the end of each week, the relevant course documents were shared with the students. At the end of the sixth week, the post-tests of the learning motivation and self-confidence scales were applied in the control group simultaneously with the intervention group.

• Study Type: Interventional
• Enrollment (Actual): 72
• Phase: Not Applicable

Contacts and Locations

Study Locations

• Turkey
  • Isparta, Turkey, 32200
    • Suleyman Demirel University

Participation Criteria

Eligibility Criteria

• Ages Eligible for Study: Adult; Older Adult
• Accepts Healthy Volunteers: Yes

Description

Inclusion Criteria:

• Having volunteered to participate in the study
• Being a first-year nursing student
• Taking the course diagnostics of health

Exclusion Criteria:

• Not having volunteered to participate in the study

Study Plan

How is the study designed?

Design Details

• Primary Purpose: Basic Science
• Allocation: Randomized
• Interventional Model: Parallel Assignment
• Masking: Single

Number of Arms

2

Arms and Interventions

Participant Group / Arm	Intervention / Treatment
Experimental: Intervention Group; Online training was continued according to the jigsaw technique for a total of 6 weeks, two hours a week. In the first week, 6 subgroups of 6 people were created. Sub-topics of the physical examination course were shared according to the systems to these groups, called the main group. In the first week, it was aimed for the groups to get to know each other and the first lesson was used for that. In the second week, the students in the main group researched the sub-topics of the unit given to them and formed a new group by coming together with students who were researching the same subject. This group was called the expert group. In the third and fourth weeks, expert groups continued their studies to reinforce the subject. In the fifth and sixth group the students returned to their main groups and explained the subjects they had learned in the expert groups to their main group. Students were expected to teach each other all parts of the unit in their main groups.	Other: the jigsaw technique in web-based distance education; The online training for the intervention group continued for a total of 6 weeks according to the jigsaw technique.
No Intervention: Control Group; The subjects were explained by the instructor with the traditional e-teaching method and as in the intervention group, the lectures were conducted online for two hours a week for 6 weeks. At the end of each week, the relevant course documents were shared with the students. At the end of the sixth week, the post-tests of the learning motivation and self-confidence scales were applied in the control group simultaneously with the intervention group. In addition, an academic achievement test was applied.

What is the study measuring?

Primary Outcome Measures

Outcome Measure	Measure Description	Time Frame
Learning Motivation Scale	The scale was developed by Noe and Wilk in 1993. It is a 5-point Likert scale (1: I totally disagree, 2: I disagree, 3: I neither agree nor disagree, 4: I agree, and 5: I totally agree) and consists of 17 items. The total scale score ranges from 17 to 85. It is expected that as the mean score increases the motivation to learn takes a positive direction. The Cronbach Alpha reliability coefficient of the scale was determined as 0.90.	6 weeks
Self-Confidence Scale	It was developed by Akın (2007) to determine the existing self-confidence levels of individuals and consists of 33 items. It is a 5-point Likert scale and is scores as 1: Never, 2: Sometimes, 3: Often, 4: Generally, and 5: Always. The scale consists of two subdimensions; internal self-confidence and external self-confidence. The Cronbach Alpha reliability coefficient of the scale was determined as 0.83.	6 weeks
Academic Achievement Test;	The academic achievement test used in the study was prepared by an expert lecturer. The tests consists of 25 multiple-choice questions. The test duration is determined as 30 minutes. With this test, it is aimed to determine the knowledge level of the students for the Diagnostics of Health course.	6 weeks

Collaborators and Investigators

• Sponsor: Suleyman Demirel University
• Investigators: Study Chair: Esin Çetinkaya Uslusoy, Suleyman Demirel University

Publications and helpful links

General Publications

• Sanaie N, Vasli P, Sedighi L, Sadeghi B. Comparing the effect of lecture and Jigsaw teaching strategies on the nursing students' self-regulated learning and academic motivation: A quasi-experimental study. Nurse Educ Today. 2019 Aug;79:35-40. doi: 10.1016/j.nedt.2019.05.022. Epub 2019 May 11.
• Leyva-Moral JM, Riu Camps M. Teaching research methods in nursing using Aronson's Jigsaw Technique. A cross-sectional survey of student satisfaction. Nurse Educ Today. 2016 May;40:78-83. doi: 10.1016/j.nedt.2016.02.017. Epub 2016 Feb 24.
• Eycan O, Ulupinar S. Nurse instructors' perception towards distance education during the pandemic. Nurse Educ Today. 2021 Dec;107:105102. doi: 10.1016/j.nedt.2021.105102. Epub 2021 Aug 18.
• Singh HK, Joshi A, Malepati RN, Najeeb S, Balakrishna P, Pannerselvam NK, Singh YK, Ganne P. A survey of E-learning methods in nursing and medical education during COVID-19 pandemic in India. Nurse Educ Today. 2021 Apr;99:104796. doi: 10.1016/j.nedt.2021.104796. Epub 2021 Feb 6.

Study record dates

Study Major Dates

• Study Start (Actual): November 24, 2020
• Primary Completion (Actual): January 21, 2021
• Study Completion (Actual): July 5, 2022

Study Registration Dates

• First Submitted: July 5, 2022
• First Submitted That Met QC Criteria: July 12, 2022
• First Posted (Actual): July 15, 2022

Study Record Updates

• Last Update Posted (Actual): April 11, 2023
• Last Update Submitted That Met QC Criteria: April 10, 2023
• Last Verified: July 1, 2022

More Information

Terms related to this study

• Keywords: Motivation; Academic Achievement; distance education; Nursing student; Jigsaw method; Self-Confidence
• Other Study ID Numbers: SuleymanDUn

Plan for Individual participant data (IPD)

• Plan to Share Individual Participant Data (IPD)?: NO
• IPD Plan Description: It is planned to publish the research data in the form of an article.

Drug and device information, study documents

• Studies a U.S. FDA-regulated drug product: No
• Studies a U.S. FDA-regulated device product: No