CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

The term "education" originates from the Latin words educare, meaning "to bring up," and

educere, meaning "to bring forth." The definition of education has been explored by theorists

from various fields. Many agree that education is a purposeful activity aimed at achieving goals

like the transmission of knowledge, skills, and character traits. However, extensive debate

surrounds its precise nature beyond these general features. One approach views education as a

process occurring during events such as schooling, teaching, and learning. Another perspective

perceives education not as a process but as the mental states and dispositions of educated

individuals resulting from this process. Furthermore, the term may also refer to the academic

field that studies the methods, processes, and social institutions involved in teaching and

learning. Having a clear understanding of the term is crucial when attempting to identify

educational phenomena, measure educational success, and improve educational practices.

UNESCO, (2022).

Education is the transmission of knowledge, skills, and character traits and manifests in various

forms. Formal education occurs within a structured institutional framework, such as public

schools, following a curriculum. Non-formal education also follows a structured approach but

occurs outside the formal schooling system, while informal education entails unstructured

learning through daily experiences. Formal and non-formal educations are categorized into

levels, including early childhood education, primary education, secondary education, and tertiary

education. Other classifications focus on teaching methods, such as teacher-centered and student-

centered education, and on subjects, such as science education, language education, and physical
1
education. Additionally, the term "education" can denote the mental states and qualities of

educated individuals and the academic field studying educational phenomena. Ferary, Dorothy

(2023).

Some theorists provide precise definitions by identifying specific features exclusive to all forms

of education. Education theorist R. S. Peters (2022) for instance, outlines three essential features

of education, including imparting knowledge and understanding to the student, ensuring the

process is beneficial, and conducting it in a morally appropriate manner. While such precise

definitions often characterize the most typical forms of education effectively, they face criticism

because less common types of education may occasionally fall outside their parameters. Dealing

with counterexamples not covered by precise definitions can be challenging, which is why some

theorists prefer offering less exact definitions based on family resemblance instead. This

approach suggests that all forms of education are similar to each other but need not share a set of

essential features common to all. Some education theorists, such as Keira Sewell and Stephen

Newman (2022), argue that the term "education" is context-dependent.

Education can be characterized from both the teacher's and the student's perspectives. Teacher-

centered definitions emphasize the perspective and role of the teacher in transmitting knowledge

and skills in a morally appropriate manner. On the other hand, student-centered definitions

analyze education based on the student's involvement in the learning process, suggesting that this

process transforms and enriches their subsequent experiences. It's also possible to consider

definitions that incorporate both perspectives. In this approach, education is seen as a process of

shared experience, involving the discovery of a common world and the collaborative solving of

problems. Aitchison, David (2022).

2
There are several classifications of education. The most common division is between formal,

non-formal, and informal education. Formal education occurs within a structured institutional

framework, typically with a chronological and hierarchical order. The modern schooling system

organizes classes based on the student's age and progress, ranging from primary school to

university. Formal education is usually overseen and regulated by the government and often

mandated up to a certain age. Non-formal and informal education occurs outside the formal

schooling system, with non-formal education serving as a middle ground. Like formal education,

non-formal education is organized, systematic, and pursued with a clear purpose, as seen in

activities such as tutoring, fitness classes, and participation in the scouting movement. Informal

education, on the other hand, occurs in an unsystematic manner through daily experiences and

exposure to the environment. Unlike formal and non-formal education, there is typically no

designated authority figure responsible for teaching. Informal education unfolds in various

settings and situations throughout one's life, often spontaneously, such as children learning their

first language from their parents or individuals mastering cooking skills by preparing a dish

together.

Additionally, there are disparities in the source of motivation. Formal education tends to be

propelled by extrinsic motivation, driven by external rewards. Conversely, in non-formal and

informal education, intrinsic motivation, stemming from the enjoyment of the learning process,

typically prevails. While the differentiation among the three types is generally clear, certain

forms of education may not neatly fit into a single category. In primitive cultures, education

predominantly occurred informally, with little distinction between educational activities and

other daily endeavors. Instead, the entire environment served as a classroom, and adults

commonly assumed the role of educators. However, informal education often proves insufficient

for imparting large quantities of knowledge. To address this limitation, formal educational

3
settings and trained instructors are typically necessary. This necessity contributed to the

increasing significance of formal education throughout history. Over time, formal education led

to a shift towards more abstract learning experiences and topics, distancing itself from daily life.

There was a greater emphasis on understanding general principles and concepts rather than

simply observing and imitating specific behaviors. Chazan, (2022) Many factors influence the

success of education. Psychological factors include motivation, intelligence, and personality.

Social factors, such as socioeconomic status, ethnicity, and gender, are often associated with

discrimination. Other factors encompass access to educational technology, teacher quality, and

parental involvement. In prehistory, education primarily occurred informally through oral

communication and imitation. With the emergence of ancient civilizations, the invention of

writing led to an expansion of knowledge, prompting a transition from informal to formal

education.

The English language is a crucial subject in the Nigerian school curriculum, as it is a vital tool

for communication, learning, and global participation. The academic domain of English

Language holds particular significance in this context, as proficiency in English is not only

essential for academic success but also plays a crucial role in personal and professional

development in today's globalized society. However, traditional methods of teaching English

Language often fall short in catering to the diverse learning needs of students, especially in large

classroom settings. Traditional English language learning often relies on teacher-centered

approaches with a focus on rote memorization and grammar drills. While these methods can be

effective for foundational skills, they may not always foster deep understanding, active

participation, or cater to diverse learning styles. Siti Mubayinah (2023)

4
Globalization has reshaped the world and the way we live, making the world a seemingly much

smaller place (Altan, 2021). Globalization has created a world without boundary where people

communicate, share and do business with the help of information and communication

technology. According to the World Economic Forum cited in Ginting and Kuswandono (2020),

65% of students may work in professions that do not exist today. Therefore, one of the

challenges of education is how to prepare students for critical thinking in anticipation of future

job market. The responsibility of preparing students to meet up with these challenges rest

squarely with the teacher. Unfortunately, the current trend of teaching English in schools cannot

inculcate critical thinking skills and competences in the learners to prepare them for the world of

work and future job market.

The landscape of English language learning is evolving. While traditional methods have their

merits, educators are constantly seeking new and engaging ways to enhance student

achievement. This is where the concept of a Jigsaw Learning Management System (LMS) comes

into play. Poor academic performance by majority of students is fundamentally linked to

application of ineffective teaching methods by teachers to impart knowledge with many students

struggling to achieve satisfactory grades. (Adunola (2020). Coe, Aloisi, Higgins and Major

(2021) posit that the two factors with strong research evidence that contribute to teaching

effectiveness and increases improvement in students’ performance are teachers’ pedagogical

content knowledge and quality instruction. In order for a method to be effective, teachers need to

be grounded in the content knowledge and also be conversant with numerous teaching strategies

that take cognizance of the magnitude of complexity of the concepts to be covered.

Unfortunately, in Nigeria, teacher-centered instructions still dominate language teaching in the

21st century and the use of the lecture method is still the dominant teaching method. In the

5
lecture method, the teacher is at the centre of teaching and learning processes while learners

remain passive. There is therefore need to decentralize this situation in favour of the learners.

The learners should be engaged in problem-solving exercises, which will allow them to take

charge of the learning. One of the strategies that could make learners active participants in the

language lessons is the jigsaw strategy which lays emphasis on the learners as central

components of teaching and learning in the class. In the jigsaw strategy, the language teacher

creates platforms and avenues for learners to learn independently and from one another while the

teacher offers supportive supervision to the learners as they learn. This trend has raised concerns

among educators, policymakers, and stakeholders, prompting a search for innovative and

effective instructional strategies to improve student achievement. In the realm of education, the

integration of technology has become increasingly prevalent, revolutionizing traditional teaching

methodologies and enhancing learning experiences.

English Language learning is a crucial aspect of education, and innovative teaching methods are

essential to enhance student performance. JLMS has shown promise in improving academic

performance; but its effectiveness in English Language learning needs investigation. Among the

myriad of technological tools available to educators, Learning Management Systems (LMS)

stand out as versatile platforms designed to facilitate course management, content delivery,

collaboration, and assessment in academic settings. One such LMS gaining prominence is the

Jigsaw Learning Management System. The Jigsaw LMS is characterized by its unique approach

to collaborative learning, inspired by the Jigsaw Classroom technique originally developed by

psychologist. Siti Mubayinah (2023).

A learning management system (LMS) or virtual learning environment (VLE) is a software

application for the administration, documentation, tracking, reporting, automation, and delivery

6
of educational courses, training programs, materials or learning and development programs. The

learning management system concept emerged directly from e-Learning. Learning management

systems make up the largest segment of the learning system market. The first introduction of the

LMS was in the late 1990s. LMSs have been adopted by almost all higher education institutions

in the English-speaking world. Learning management systems have faced a massive growth in

usage due to the emphasis on remote learning during the COVID-19 pandemic. Learning

Management Systems (LMS) is a software application used to manage, track and deliver online

courses, training programs, and educational resources. It provides a centralized environment for

instructors, learners and administrators to interact, collaborate, and achieve their learning goals.

LMS essentially progress tracking by monitoring leaner’s progress, completion rates, and

performance analytics, reporting analytics, generating report and analytics on learners

engagement, course effectiveness and programs evaluation. Also, integrating with other systems,

such as Student Information Systems (SIS), HR systems and third-party plugins. Lastly, Security

and Compliance which involves ensuring data privacy, security with regulatory standards.

Learning management systems were designed to identify training and learning gaps, using

analytical data and reporting. LMSs are focused on online learning delivery but support a range

of uses, acting as a platform for online content, including courses, both asynchronous based and

synchronous based. In the higher education space, an LMS may offer classroom management for

instructor-led training or a flipped classroom. Modern LMSs include intelligent algorithms to

make automated recommendations for courses based on a user's skill profile as well as extract

metadata from learning materials to make such recommendations even more accurate. According

to the Encyclopedia of Educational Technology, an LMS is defined as a software application or

platform that provides a framework for handling all aspect of the learning process, including

7
content creation, delivery and management, as well as tracking and assessment of learner

progress (EET, 2022).

Similarly, the Association for Educational Communications and Technology defines an LMS as

a software system that enables the Management Communications and Technology defines an

LMS as system that enables the management, delivery and tracking of online and blending

learning programs. Furthermore, a comprehensive LMS typically includes features such as; User

management which includes creating and managing user accounts, roles and permissions. Also,

creating, editing and managing online courses including content, assignments and assessments.

Uploading, organizing and sharing educational resources such as videos, documents and

multimedia files. Creating personalized learning paths for learners, including sequenced courses

and activities. More so, it has the features of assessing and grading, creating and managing

quizzes, exams and assignments with automated grading feedback. Collaboration tools for

discussions on forums, live chats and video conferencing for learners and instructors to interact.

Certainly, the relationship between Learning management system and English Language

Education is crucial, as LMS platforms often support language learning and teaching. LMS

offers language support features such as; Multilingual interfaces, Language packs for

translations, Support for non-English characters and fonts, English language courses and

resources and activities like; Grammar and vocabulary lessons, writing and speaking practice

where instructors can create English language learning content including Text-based lessons and

articles, Audio and video recordings e.t.c Faruq and Muhammad Islam (2020). LMS offers tools

specifically designed for language teaching such as pronunciation practice software, Grammar

and vocabulary games, Text-to-speech functionality. Some of the popular LMS platforms for

8
English language learning and teaching includes: Moodle, Blackboard, Canvas, Coursera, edX

e.t.c Young Liu (2020).

As teaching is the purpose and intentional act of helping others acquire knowledge, skills and

values through instruction, guidance and feedback, so also, learning is the process by which

individuals acquire, refine, and apply knowledge, skills and values through experience, practice

and reflection. In other to make use of Jigsaw learning management system a tool for effective

teaching and learning especially English Language, the teacher has an important role to play.

According to Farrant (1980); teaching is the process that facilitates learning, so, the teacher acts

as a catalyst, actively stimulating learning using both traditional and technological teaching

methods for effective learning. In traditional ELT classrooms, students with their limited English

proficiency receive less teacher and peer communication, and communication at a lower

linguistic and cognitive level (Long 1980, Schineke-Llano, 1983). Instead of the traditional

learning methods focusing on passive learning, the current trend in learning have put the learner

in the centre believing they are responsible for their learning and should take part in the learning

process actively.

Individualized learning practices have been applied for many decades at all levels of education,

from primary grades to higher education classes to tertiary level. Intellectual ability is considered

to be a feature of the individual, according to both cognitive and behaviorist theory. However, in

recent years a greater emphasis has been placed on the social development of the individual.

Research findings show that social interaction within learning environments has a great effect on

cognitive development (Hill & Hill, 1990).

Cooperative learning is a student-centered learning method in which students take on the active

role (Cooper & Mueck, 1990). Johnson, Johnson and Smith (1998) suggest that cooperation-

9
based learning is defined as an “interactive learning” -teaching method in which students work in

cooperation in small groups (2-4 people) so as to attain their shared learning objectives to the

max Johnson (1999) point out that structured cooperation is more effective than individual and

competitive environments in learning and transferring the concepts, principles and rules and in

assuring permanence in learning. Cooperative learning, requiring students to work together in

small, fixed groups on a structured task, is an instructional technique. There are four fundamental

components common to all cooperative learning structures (Johnson & Johnson, 1987). First,

positive interdependence, or students' perception that they achieve or fail together, must be

present. Goal, task, and/or role interdependence achieves this component (Slavin, 1983). Teams

of approximately four individuals are most effectively chosen by the instructor (Bohlmeyer &

Burke, 1987). This encourages heterogeneity of ability, gender, and race. Next, face-to-face

interaction among students must take place, involving verbal interchanges such as talking aloud,

challenging one another's points of view, and focusing on the problem-solving process rather

than the answer. Then, individual accountability must exist, with every group member

accountable to learn all required material. Finally, the structure builds in interpersonal and small

group skill building.

Cooperative learning is a student-centered learning method in which students take on the active

role (Cooper & Mueck, 2022). Cooperation- based learning is defined as an interactive learning-

teaching method in which students work in cooperation in small groups (2-4 people) so as to

attain their shared learning objectives to the maximum. Next, face-to-face interaction among

students must take place, involving verbal interchanges such as talking aloud, challenging one

another's points of view, and focusing on the problem-solving process rather than the answer.

Then, individual accountability must exist, with every group member accountable to learn all

required material. Finally, the structure builds in interpersonal and small group skill building.

10
Although the Jigsaw approach has been flexible in its application, all learners working in small

groups must understand that mutual trust is required in this approach. Every learner in the group

becomes an expert on the topic studied and contributes by helping his/her classmates. The name

Jigsaw reflects a metaphor that means putting all the pieces a puzzle together to see the whole

Picture.

Despite its popularity, the Jigsaw method's effects on student outcomes have not been

comprehensively assessed. International educational standards prioritize inclusive schools, and

cooperative learning approaches are shown to be helpful in promoting inclusion. The Jigsaw

method is a promising cooperative learning approach that can promote students' sociability and

learning. However, the effects of the Jigsaw method vary widely across studies, and further

research is needed to understand the factors that account for this variation. The Jigsaw method

can be a useful tool for teachers and educators who aim to promote inclusive learning

environments. Siti Mubayinah (2023). In the application of Jigsaw technique, students separate

from their own groups and form new groups within who are responsible for preparing the same

subjects. These groups called of experts" try to make other students understand the subject'; they

make plans about how they can teach the subjects to their friends, and prepare a report.

Afterwards they have prepared Siti Mubayinah (2023). Finally, the student’s individually taking

the exam covering the points they have studied. Through the individual grades, the team grade is

constituted.

In this study, the Jigsaw II technique, one of the techniques of cooperative learning, is used.

According to Acikgoz (1992), the technique jigsaw is based on group dynamics and social

interaction. It is one of the pure cooperative learning techniques which was first developed by

Aranson et. al (1992) made some changes in order to make it more useful and created Jigsaw II.

11
The jigsaw method provides students with the opportunity to be actively involved with the

learning process. With multiple exposures to this method, students should feel more comfortable

with their roles.

The Jigsaw learning management system is a cooperative learning approach that promotes active

learning, collaboration, and student-centered instruction. It is a structured technique that involves

dividing students into small groups, each responsible for a specific task or project. The approach

is based on the jigsaw puzzle metaphor, where each student has a unique piece of information

that is essential to complete the larger puzzle. The component of the Jigsaw learning

management system is the division of students into small groups typically 3-5 students per

group. Assigning each student a unique role, each student has a specific task or piece of

information to learn for Students work independently as each student learns their assigned

material. Students teach each other group members share their knowledge with each other.

Collaborative project, the group works together to complete a project or task. Each student is

responsible, for their own learning and contributing to the group's success. Elliot Aronson

(2020).

In a Jigsaw learning environment, students work together in small, diverse groups to master

specific topics or concepts, after which they reconvene with their peers to share their knowledge

and collectively construct a comprehensive understanding of the subject matter. This

collaborative and cooperative learning model not only fosters teamwork and communication

skills but also encourages active engagement and deep learning among students. One such

strategy is the Jigsaw learning management system, a cooperative learning approach that

promotes active learning, collaboration, and student-centered instruction. The Jigsaw method has

been widely used in various subjects and has shown promising results in improving academic

12
performance, motivation, and social skills. However, its effectiveness in improving English

language performance among senior secondary school students in Nigeria has not been

extensively explored.

Jigsaw learning is a cooperative learning strategy that promotes active learning and collaboration

among students. Here's how it can be beneficial for English language learning: Jigsaw activities

require students to become "experts" on specific topics, encouraging deeper understanding and

engagement with the material. Students work together to teach each other, promoting

communication skills, critical thinking, and active participation. Jigsaw activities can help

students develop essential skills like listening, explaining, summarizing, and problem-solving, all

crucial for language acquisition. In the strategy, learners are broken into groups – home groups

and expert groups. The experts groups specialize in one component of a lesson’s content and

then share it with their home groups. At the same time learners learn the rest of the lesson

content from the other group members who are also members of expert groups in other

components of the lesson content. Thus, it could be concluded that each learner plays a vital role

to complete the assignments given by the teacher by co-operating with other learners. Elliot

Aronson, a social psychologist first developed the jigsaw learning strategy in 2020 to strengthen

the bond among pupils regardless of their race, gender or locality. Since then various researchers

(Walker, Olvet & Chandran, 2015; Aydin & Biyikil, 2017; Shahri, Mtlabi, Esmaeili &

Kianmehr, 2017; Dhull & Verma, 2018) have experimented it in different fields of learning.

Efforts to improve students’ performance in English language have led to several studies to

determine the predictors of academic performance.

In traditional ELT classrooms, students with their limited English proficiency receive less

teacher and peer communication, and communication at a lower linguistic and cognitive level.

13
Instead of the traditional learning methods focusing on individual and passive learning, the

current trends in learning have put the learner in the center believing they are responsible for

their learning and should take part in the learning process actively. The traditional teaching

methods have always focused on the lecture-based methods in which the students are passive

recipients of knowledge. But in recent years there has been a noticeable shift towards more

student-centered activities. These modern approaches and studies assert that the student is not a

passive listener; on the contrary, the one who controls the learning and takes part in this process

actively. Individualized learning practices have been applied for many decades at all levels of

education, from primary grades to higher education classes. Intellectual ability is considered to

be a feature of the individual, according to both cognitive and behaviorist theory. However, in

recent years a greater emphasis has been placed on the social development of the individual.

Research findings show that social interaction within learning environments has a great effect on

cognitive development (Hill & Hill, 2020).

A jigsaw classroom is not a loose, "anything goes" situation. It is highly structured.

Interdependence is necessary. It is the element of "required" interdependence among students

which makes this a unique learning method, and it is this interdependence that encourages the

students to take an active part in their learning. Becoming a teacher, each student becomes a

valuable resource for the others. Learning from each other gradually decreases the need to try to

outperform each other because one student's learning enhances the performance of the other

students instead of inhibiting it, as is usually the case in most competitive, teacher-oriented

classrooms. Within this cooperative paradigm the teacher learns to be a facilitating resource

person, and shares in the learning and teacher process with the students instead of being the sole

resource. Rather than lecturing to the students, the teacher facilitates their mutual learning, in

14
that each student is required to be an active participant and to be responsible for what he learns

(Aronson, 2020).

By using the Jigsaw learning management system, teachers can create an engaging and

interactive learning environment that fosters academic achievement, social skills, and emotional

intelligence. Therefore, this study aims to investigate the effects of the Jigsaw learning

management system on the academic performance of English language students in Institutions.

Specifically, it seeks to determine the impact of the Jigsaw method on students' reading

comprehension, writing skills, and overall academic achievement in English language. The

findings of this study will contribute to the existing body of knowledge on effective instructional

strategies for improving English language performance and inform evidence-based teaching

practices in Nigerian institutions.

1.2 Statement of the Problem

Tradition teaching methods may not adequately engage English Language students, leading to

Poor performance of students in English language as students struggle to achieve satisfactory

grades in reading comprehension, writing, and overall academic achievement. JLMS has shown

promise in improving academic performance, but its effectiveness in English Language need

investigation. Need for innovative and effective instructional strategies to enhance student

learning outcomes Limited exploration of Jigsaw Learning Management System in English

language learning.

15
1.3 Research Objectives

The aim of this study is to investigate the effects of jigsaw learning management system on the

academic performance of English Language students. Specifically, the objectives of this study

are to:

i. to investigate the effect of JLMS on the academic performance of English Language

students.

ii. to examine the impact of JLMS on students’ motivation and engagement in English

Language learning.

iii. to identify the challenges and benefits of implementing JLMS in English Language

classrooms.

1.4 Research Questions

i. what are the effects of JLMS on the academic performance of English Language

students?

ii. how does JLMS affects students’ motivation and engagement in English Language

learning?

iii. what are the challenges and benefits of implementing JLMS in English Language

classrooms.

1.5 Significance of the Study

This study will contribute to the effective development of effective teaching methods for English

Language learning, providing insights into JLMS to enhance academic performance, motivation

and engagement.

16
1.6 Scope of the Study

This study will focus on English Language students of Adeyemi Federal University of

Education, Ondo, exploring the implementation and effects of JLMS in English Language

classrooms.

1.7 Operational Definition of Terms

 Jigsaw: Jigsaw is a cooperative learning strategy that enables each student of a “home”

group to specialize in one aspect of a topic (for example, one group studies habitats of

rainforest animals, other group studies predators of rainforest animals). Students meet

with members from other groups who are assigned the same aspect, and after mastering

the material, return to the “home” group and teach the material to their group members.

With this strategy, each student in the “home” group serves as a piece of the topic’s

puzzle and when they work together as a whole, they create the complete jigsaw puzzle.

 Jigsaw Learning Management System (JLMS): A collaborative learning approach

where students work in small groups to complete tasks, with each group member

responsible for a specific aspect of the task.

 Learning Management System (LMS): A learning management system is a software

application or web-based technology used to plan, implement and assess a specific

learning process. It's used for e-learning practices and, in its most common form, consists

of two elements: a server that performs the base functionality and a user interface (UI)

that is operated by instructors, students and administrators. A learning management

system or virtual learning environment is a software application for the administration,

documentation, tracking, reporting, automation, and delivery of educational courses,

training programs, materials or learning and development programs.

17
 Academic Performance: Measured by student’s scores on English Language test,

quizzes, and assignments as well as their overall point average (GPA).

 Effects: a change that results when something is done or happens: an event, condition, or

state of affairs that is produced by a cause.

 English Language: The process of acquiring English language skills, including reading,

writing, speaking and listening.

 Student: A student is a person formally enrolled in a school or other educational

institution in other to acquire academic knowledge.

 Teaching: Teaching is the practice implemented by a teacher aimed at transmitting skills

to a learner, a student, or any other audience in the context of an educational institution.

Teaching is closely related to learning, the student's activity of appropriating this

knowledge.

 Learning: Learning is the process of acquiring new understanding, knowledge,

behaviors, skills, values, attitudes, and preferences.

18
 CHAPTER TWO

LITERATURE REVIEW

2.1 Introduction

This chapter presents a comprehensive review of existing literature pertinent to the effects of

jigsaw learning management system on the academic performance of English Language students.

This chapter reviews literature under the following sub-headings:

2.2 Conceptual framework

2.2.1 Concept of the Jigsaw Learning Management

2.2.2 Academic Performance in English Language

2.2.3 Effects of JLMS on Academic Performance

2.2.4 Benefits and Challenges and Limitations of JLMS in Academic Performance

2.2.5 Student, Teacher, and Faculty Perceptions of JLMS

2.3 Theoretical framework

2.4 Empirical review

2.2 CONCEPTUAL FRAMEWORK

2.2.1 Concept of the Jigsaw Learning Management

The world has changed from the 20th to the 21st century. It has affected society, the economy,

and the environment, including education which must be adjusted under the 21st century.

Therefore, teachers who play an important role in driving education must manage learning to

promote skills in the 21st century. Learning management is one factor in learners’ academic

19
success (Negash et al., 2022). Suppose the learners can study in an independent atmosphere;

helping each other and interacting in class opens opportunities for self-learning. In that case, they

can practice until they gain knowledge and understanding of the lesson. In addition, they have

learning retention, social skill, and emotional skill for working and living with others in society,

especially the learning of undergraduate teacher students. They know that knowledge must be

taken in learning management in educational institutions in the future. The researcher’s teaching

experience found that students lack support and responsibility in working with others, including

learning just memorization to achieve good academic achievement. When time passes or reviews

students, they lack knowledge and understanding of past lessons.

One way to solve the above problem is that learning activities should be organized and

encourages students to work together, focus on individual differences, help each other, and learn

by themselves. One learning management is cooperative learning (Osei & Appiah-Twumasi,

2021), which is student-centered learning management by dividing the students into small

groups. It consists of members with different abilities. Group members have the goal of working

together, cooperation, and helping each other (Johnson et al., 2013). It improves cognitive and

psychic achievement (Van Ryzin et al., 2020). It also promotes self-learning. Learners are

supported by teachers and learning materials and get help from group members (Jacobs & Chau,

2021). There are many types of cooperative learning arrangements which is a technique that has

been more widely popular than other techniques consisting of Student Team Achievement

(STAD), Team Game Tournament (TGT), and Jigsaw II (Gull & Shehzad, 2015). The past

findings showed that learning management could improve academic achievement and retention

as Jigsaw Technique (Huang et al., 2013; Chu, 2014, Van Dat, 2016).

20
Jigsaw Learning Management System, originally developed by Aronson et al. (1978), the Jigsaw

method aims to reduce intergroup prejudices in schools (Williams, 2004). After making some

observations, Aronson et al. (1978) concluded that intergroup aggressiveness was due to the

competitive classroom environment. Their idea was to create situations that would involve

cooperative interracial interactions in which students would be dependent on one another to learn

the material in a manner similar to assembling a jigsaw puzzle, with each member supplying an

essential piece (Roseth et al., 2019). Thus, improving social relations among children was the

first aim of the Jigsaw method. The Jigsaw method has evolved since 1978.

Now, several models exist Jigsaw I, which is the basis of each model, features four steps. (1)

Students belong to a Jigsaw group. These groups exhibit within-group heterogeneity (i.e., sex,

students' cognitive, social and motor levels) and between-group homogeneity and include 3–8

students each. (2) “Students join temporary “expert” groups consisting of students who have

been assigned the same subset of material” (Roseth et al., 2019, p. 150). This step provides less

competent students with the opportunity to learn how to understand and teach their material from

more competent peers (Aronson and Patnoe, 2011; Roseth et al., 2019). (3) Students return to

their original Jigsaw groups, where they are responsible for teaching and explaining the skills

they have learned to their group members with the aim of making them competent as well. (4)

Home group students work together to produce a final joint work through integration and

evaluation.

The jigsaw method of teaching is a strategy first developed by Elliot Aronson in 1971 and further

advanced in assessment practices by Robert Slavin in 1986. Aronson developed this method as

means to assist students overcoming learning gaps in recently desegregated schools in Austin,

Texas (Teaching Methods). For the past 50 years, teachers have been utilizing this method and

21
its various components to promote collaboration in early grades through post-secondary

classroom settings. Just as a jigsaw puzzle is a collection of various pieces that come together to

make a complete picture, the jigsaw method of teaching is a collection of topics, which will be

fully developed by students before coming together to make a complete idea. To be more

specific, this type of cooperative learning strategy allows individuals or small groups to become

responsible for a subcategory of a larger topic. After researching and developing their idea, each

individual or small group then has the responsibility to teach it to the rest of the group or class.

Jigsaw Technique is a cooperative learning technique by learners with different abilities joining a

group called the home group. Each member in the home group is responsible for studying

different topics and then moving to a new group on the same topic, called the expert group.

When the expert group has successfully worked together, they will move back to the original

group, which is their home group, to bring knowledge gained from discussions from expert

groups to summarize it for the house group, teachers test and give scores (Aronson et al., 1978;

Sari et al., 2016), this learning system, helps build comprehension, encourages cooperative

learning among students and improves listening, communication, and problem-solving skills. In

addition to learning achievement and retention, results from learning management can help

learners be motivated to achieve higher, have a better learning attitude and have social skills that

prepare students for life in the real world. This is a world that relies more on cooperation than

competition. In addition, it helps to promote students’ communication skills and rational thinking

processes at a higher level.

Although, there are few international studies on learning about the Jigsaw technique (Gul &

Shehzad, 2015; Suendarti & Virgana, 2016, Tabiolo & Rogayan, 2019; Sari et al., 2016),

especially in the context of teacher students undergraduate, developing students to have

22
academic achievement and learning retention, and very necessary social skills. While most think

of the jigsaw method being used to teach subcategories of a specific overarching lesson, it can be

even simpler than that. Each group could be responsible for a section of the textbook chapter, a

specific strategy for a math concept, the culture of a county within a region, a chapter of a trade

book, or even analyzing poetry or other works of art.

"Jigsaw strategy is based on “cooperation by design” where no student can succeed

completely unless everyone works well together as a team. This understanding leads students

to value each other as contributors to a shared task."

Jigsaw strategy empowers students to take charge of their learning, and aids retention, peer

tutoring, communication skills and retrieval of concepts (Sabbah, 2016). In studies comparing

Jigsaw with traditional direct instruction, students taught with the Jigsaw method demonstrated

increased feelings of autonomy, competence, and intrinsic motivation (Hänze & Berger, 2007).

Imagine you are a English teacher who wants to do an overview of Phonetics and Phonology

using the jigsaw method. You can divide your content into these chunks; principle of phonetic,

description, vocabulary and taxonomy, using English and other languages for illustration. In this

23
case, you will need 4 home groups, and 4 expert groups to study each chunk as displayed in

Figure 1. You will assign each expert group one chunk to study. The student in the expert group

will be responsible to teach that chunk to the rest of the students in the home group.

Planning and Preparation

Jigsaw involves four steps:

i. Individual Pieces

ii. Cooperative Groups

iii. Jigsaw within Groups

iv. Assessment Guidelines

 The content is divided into subtopics (according to the number of the students in a group).

 The teacher should prepare clear instructions for students, and she/he should also explain

 The critical terminology so that students can understand the topic easily.

Implementation

 Divide students into groups of 4 to 6.

 Divide your content into 4 or 6 chunks (i.e. the number of the chunks depends on the

number of the students in each group).

 Appoint one person as the leader who will display a range of reading abilities (at least 90-

95 reading accuracy).

 Give each student in the home group a different chunk to master. Make sure they read

and study their chunk individually.

 Have students meet in expert groups. Gathering with all the other students assigned with

the same chunk will give them the chance to compare their ideas and work together to get

prepared. This also helps to enhance their communication skills and help them to solve

24
 any queries. This is particularly helpful for the students who find it challenging to

understand the task on their own.

 Students in the expert groups then return to their home groups to present their chunk to

other members of the team. Meanwhile, others in the group listen carefully, take notes

and ask a lot of questions. Here, students are accountable for individual learning and the

success of the group.

 Walk around the classroom to observe and offer any kind of help if necessary.

 At the end of the class, give a quiz on the material to make sure all students got a basic

understanding of all the material.

2.2.2 Benefits of the Jigsaw Method in Education

The jigsaw approach builds the skills that dovetail with 21st-century life. While learning

together, students often learn to like and respect one another. It not only develops social

interactions but enhances the conversational abilities of the students. There are many benefits to

using the jigsaw method in one’s classroom. For starters, in most instances, students who take

ownership in their learning will better understand the material. As active learners, students are

directly immersed in the information and material, which promotes a deeper understanding of

that material. When students are given the opportunity to contribute to a group, they also learn

life skills such as communication and working within a timeline. This method also promotes

collaboration and discussion, as well as self-motivated learning strategies. Students who work

together learn to ask questions to clarify their understanding and provide critical feedback in

appropriate manners. In addition, the jigsaw method in education effectively produces academic

gains in problem solving and analyzing, two important cognitive skills. Laura Taylor, (2024).

Some other notable benefits are as follows:

25
  It ensures complete participation from the students and fosters cooperative learning and

teamwork.

 It improves comprehension, communication, and problem-solving skills.

 It expands the critical thinking skills of the students.

 It enables students to contribute, give and accept feedback.

 Encourages engagement, listening ability, and empathy.

 Advances and promotes intercultural and global understanding.

 Gives students a feeling of ownership and independence that enhances competence.

 Creates a motivating and supportive environment.

Foster Differentiated Instruction

The jigsaw technique might be something that is often used as a behavior strategy by teachers.

But even if you are not concerned about the behavior in your classroom, then you can use this as

an efficient way to make the students more engaged in learning. Jigsaw lessons are not supposed

to be one-offs but they need to be integrated into the current structure of everyday learning. The

strategy can be applied across all subjects and no part of the curriculum should be left untouched.

But, if you are unsure about how to make students accountable for their individual learning,

consider pursuing a diploma in pre and primary teacher training to facilitate a better learning

environment.

Overview of Jigsaw Features and Tools

Jigsaw learning management offers a range of features and tools to support collaborative

learning, including:

26
Core Features:

1. Group Formation: Automatic or manual grouping of students into small teams.

2. Individual Responsibilities: Assignment of unique topics or tasks to each group

member.

3. Group Workspace: Shared online space for group members to collaborate, share

resources, and communicate.

4. Peer Teaching: Students teach and learn from each other, promoting active learning.

Collaboration Tools:

1. Discussion Boards: Online forums for group members to discuss topics and share ideas.

2. File Sharing: Ability to share files, documents, and resources within the group.

3. Collaborative Document Editing: Real-time document editing, enabling simultaneous

contributions.

4. Task Management: Tools for assigning, tracking, and managing group tasks and

deadlines.

Assessment and Feedback Tools:

1. Peer Assessment: Students evaluate and provide feedback on each other's contributions.

2. Self-Assessment: Students reflect on their own learning and contributions.

3. Instructor Feedback: Teachers provide feedback on group performance and individual

contributions.

4. Grading and Evaluation: Tools for assessing group work and individual performance.

27
Communication and Support Tools:

1. Messaging: Group members can communicate through private messaging or discussion

boards.

2. Video Conferencing: Integrated video conferencing for remote groups or meetings.

3. Help Resources: Access to tutorials, guides, and support resources for students and

instructors.

4. Progress Monitoring: Instructors can track group progress, identify areas of concern,

and offer support.

Customization and Integration:

1. Customizable Templates: Pre-designed templates for creating jigsaw activities.

2. Integration with LMS: Jigsaw can be integrated with popular Learning Management

Systems (LMS).

3. Customizable Settings: Instructors can tailor jigsaw activities to suit specific needs and

preferences.

By leveraging these features and tools, educators can create effective jigsaw learning experiences

that promote collaborative learning, critical thinking, and academic success.

2.2.3 Academic Performance in English Language

English Language proficiency refers to the ability of students or learners to be able to possess

writing skills, listening skills, reading skills and speaking skills in English Language. According

to American Council on the Teaching of Foreign Language (ACTFL, 2020), language

proficiency or linguistic proficiency is the ability of an individual to speak or perform in an

acquired language. It argued that theories vary among pedagogues as to what constitutes

28
proficiency. The multi-lingual and multi-cultural nature of Nigerian polity on the one hand and

the absence of a national unifying indigenous language on the other have led to the adoption of

English language as a medium of intra-national and inter-national communication (Fakeye

2006). More importantly, English language has become the pivot on which the educational wheel

of Nigeria rotates. The language is the medium of instruction for all school subjects from the

primary school level to the university, in addition to being a compulsory school subject that must

be passed at all levels of education in Nigeria Ajufo (2019).

The poor performance of students in English language at public examinations in recent times has

been explained as a major cause of the decline in academic achievement and standard of

education in Nigeria. As Maleki and Zangani (2019) observe, having difficulties in grasping

fully the contents and concepts of the various subjects of the curriculum taught in the target

language (English language) seems to be one of the most serious problems that EFL students

face in their particular course of study.

This is the same problem with Nigerian ESL students whose performance in the various schools

subjects at public examinations is nothing to write home about. This might be due to their

weaknesses in English language, the medium of instruction, which may have negative

consequences on their overall academic achievement. In the argument of Feast (2002), when

students are deficient in the language of instruction, it follows that they would not perform well

in the various school subjects taught in the target language. Therefore, the overall performance of

Nigerian ESL students depends, to a very large extent, on their English language proficiency.

Bachman (2019) defines language proficiency as the language ability or ability in language use.

Oller (2020) avers that language proficiency is not a single unitary ability, but that it consists of

several distinct but related constructs in addition to a general construct of language proficiency.

29
The relationship between students overall academic achievement in the content areas and their

language proficiency has been examined by scholars. Butler and Castellon – Wellington (2021)

compared students’ performance in content areas to concurrent performance on a language

proficiency test and found a correlation between the two. Ulibarri, Maria, Spencer and Rivas

(2019) examined the relationship between Hispanic students’ performance in English language

tests and their achievement in Mathematics and discovered that the language test data were not

very useful in predicting achievement in Mathematics. Bayliss and Raymond (2021) examined

the link between academic success and second language proficiency and concluded that the

relationship between academic achievement and language proficiency disappears as students

approach native-like proficiency levels.

Factors Affecting Academic Performance in English language

Academic performance in English language is a vital aspect of student success in tertiary

institutions. Research has shown that students' proficiency in English language has a significant

impact on their overall academic achievement (Krashen, 2019). This essay reviews the literature

on academic performance in English language, highlighting the factors that influence it and the

strategies that can enhance it. According to Nunan (2020), academic performance in English

language is influenced by various factors, including students' linguistic proficiency, cognitive

abilities, and learning strategies. Students with higher linguistic proficiency tend to perform

better in English language courses (Nunan, 2021). Moreover, research has shown that students'

motivation and attitudes towards learning English also play a crucial role in their academic

performance (Gardner & Lambert, 2022).

Several strategies have been proposed to enhance academic performance in English language.

One such strategy is the use of technology-enhanced language learning, which has been shown to

30
improve students' language skills and overall academic performance (Chapelle, 2019). Another

strategy is the implementation of content and language integrated learning (CLIL), which has

been found to enhance students' language proficiency and academic achievement (Marsh, 2022).

Also, students' own motivation, attitudes and engagement with the language. Highly motivated

students who see the value of English for future communication, academic advancement and

employment tend to perform better. However, if students lack intrinsic motivation or have high

anxiety about learning English, their achievement suffers.

The quality of English teachers is another crucial factor. Under qualified, incompetent or

untrained teachers who use ineffective methods like skipping difficult topics can hinder student

learning. Conversely, when teachers are well-trained, apply current teaching approaches, and

organize content effectively, students are more likely to excel. The availability of qualified

English teachers is a challenge in some contexts.

Furthermore, The learning environment also plays a major role. Factors like large class sizes,

lack of teaching materials, and poor classroom conditions negatively impact performance. A

conducive school environment with adequate resources and facilities enables better learning

outcomes. Parental involvement and support for English learning at home is another key factor.

Students' own language skills and exposure to English are also critical. Weak English

proficiency, infrequent use of English in and out of school, and poor comprehension abilities

hinder performance. Providing students with more opportunities to practice English can boost

their proficiency and confidence. In summary, academic achievement in English is shaped by a

combination of student-related factors like motivation and language skills, teacher quality,

school resources and environment, and parental support. Addressing these elements holistically

is key to improving English learning outcomes.

31
2.2.4 Effects of JLMS on Academic Performance

The Jigsaw learning technique, a cooperative learning strategy developed by Aronson et al.

(1978), has been widely studied for its impact on educational outcomes, particularly in the

context of English language learning. This method encourages students to work collaboratively

in small groups, where each member is responsible for learning a specific part of a topic and then

teaching it to their peers. This approach not only enhances individual accountability but also

fosters a sense of community and cooperation among students. The Jigsaw Learning

Management System (JLMS) has been increasingly adopted in educational institutions to

enhance student learning and academic performance. But what are the effects of JLMS on

academic performance? This essay reviews the literature to explore the impact of JLMS on

academic performance, highlighting the benefits and challenges of its implementation.

Research has shown that JLMS has a positive impact on academic performance. Studies have

found that JLMS enhances student engagement, motivation, and collaboration, leading to

improved academic achievement (Hwang, 2014; Chen, 2018). For instance, a meta-analysis by

Johnson et al. (2000) found that cooperative learning strategies, including Jigsaw, lead to higher

achievement levels compared to traditional teaching methods. The Jigsaw method encourages

students to articulate their understanding and clarify concepts, which not only aids in their

learning but also builds confidence in their language abilities. JLMS also facilitates personalized

learning, allowing students to work at their own pace and focus on individual needs, resulting in

better learning outcomes (Kwak, 2009). A systematic review by Evcim and İpek (2013)

highlights that the Jigsaw technique positively influences various aspects of English language

skills, including speaking, reading, and comprehension. The collaborative nature of Jigsaw

promotes active engagement, allowing students to practice their language skills in a supportive

32
environment. This engagement is crucial, as it has been shown that active participation in

learning activities leads to better retention and understanding of the material (Ghaith & El-

Malak, 2004). Moreover, JLMS provides real-time feedback and assessment, enabling teachers

to track student progress and identify areas for improvement, thereby enhancing academic

performance (Bourke, 2016). JLMS also promotes critical thinking, problem-solving, and

creativity, essential skills for academic success (Hmelo-Silver, 2004). However, challenges

persist. Teachers require training to effectively integrate JLMS into their teaching practices

(Ertmer, 2005). Technical issues and infrastructure limitations can also hinder JLMS

implementation (Kwak, 2009).

In conclusion, the Jigsaw learning technique has a substantial positive impact on English

language learning outcomes. By fostering collaboration, enhancing engagement, and improving

motivation, this method supports students in developing their language skills more effectively

than traditional instructional approaches. As educators continue to explore innovative teaching

strategies, the Jigsaw method remains a valuable tool for enhancing academic performance in

English language education. The literature suggests that JLMS has a positive impact on academic

performance, enhancing student engagement, motivation, and learning outcomes. While

challenges exist, the benefits of JLMS make it a valuable tool for educators seeking to improve

academic performance.

2.2.5 Benefits and Challenges and Limitations of JLMS in Academic Performance

Jigsaw, a cooperative learning technique, has been widely adopted in educational settings to

promote student engagement, motivation, and learning outcomes. The jigsaw model has several

benefits for group work, such as encouraging active learning and promoting social skills like

communication, collaboration, listening, and respect. It also enhances motivation, engagement,

33
and self-confidence as students have a clear role and purpose in the group. Additionally, the

jigsaw model can reduce competition and conflict as it encourages students to depend on each

other for learning and success. Finally, it improves retention and comprehension by allowing

students to learn from multiple sources and modalities. However, despite its benefits, Jigsaw also

presents several challenges and limitations that educators should be aware of. One of the primary

challenges of using Jigsaw is the need for careful planning and preparation. Teachers must

carefully select and prepare materials, assign roles, and ensure that students have the necessary

skills and knowledge to complete the task (Aronson, 2002). This can be time-consuming and

may require significant resources. Another challenge is managing group dynamics and ensuring

that all students are actively engaged and contributing to the group work (Webb, 1995). Some

students may dominate the group, while others may not participate fully, leading to unequal

workload and learning outcomes.

Jigsaw also requires a high level of student motivation and engagement, which can be difficult to

maintain, especially for students who are not interested in the subject matter (Hmelo-Silver,

2004). Additionally, Jigsaw may not be suitable for all learning objectives, and teachers must

carefully consider whether the technique aligns with the learning goals (Johnson & Johnson,

2009). Technical issues can also arise when implementing Jigsaw in online or technology-

enhanced learning environments (Kwak, 2009). Teachers must be prepared to troubleshoot

technical problems and ensure that students have the necessary technical skills to complete the

task.

Another primary challenge in implementing the Jigsaw method is the need for careful planning

and preparation. Teachers must select or create appropriate materials that align with the learning

objectives and can be effectively divided into manageable subtopics. This requires a deep

34
understanding of the subject matter and the ability to design tasks that are both engaging and

educational (Tamah, 2008). Additionally, the division of students into balanced and diverse

groups is crucial. If groups are not heterogeneous, disparities in knowledge, skills, and

motivation can lead to unequal participation and learning outcomes (Evcim & İpek, 2013).Also,

the time required for effective implementation. The Jigsaw method demands that students first

learn their assigned subtopics before teaching them to their peers, which can be time-consuming.

This process may not fit well within tight curricula or when time is limited, potentially leading to

rushed lessons that do not allow for deep understanding (Ghaith & El-Malak, 2004).

Furthermore, the method requires a high level of individual accountability and group

cooperation. Students must be prepared, responsible, and respectful in their roles, which can be

challenging in diverse classrooms where students may have varying levels of commitment and

engagement (Congleton & Rajaram, 2011). Moreover, the Jigsaw technique can lead to

misunderstandings and conflicts among students, particularly if there are differences in prior

knowledge or interest levels. In some cases, students may struggle to grasp their assigned

material adequately, which can hinder their ability to teach their peers effectively. This can result

in frustration and a lack of confidence, ultimately affecting the overall learning experience

(Kyndt et al., 2013).

In conclusion, while the Jigsaw learning technique offers numerous benefits for enhancing

academic performance, particularly in language learning, it also presents significant challenges

and limitations. Effective implementation requires careful planning, adequate time, and a

supportive classroom environment that fosters collaboration and accountability. Educators must

be aware of these challenges and be prepared to address them to maximize the effectiveness of

the Jigsaw method in promoting student learning.

35
2.2.6 Student, Teacher, and Faculty Perceptions of JLMS

While the Jigsaw method has shown significant benefits in improving learning outcomes,

perceptions of its effectiveness vary among students, teachers, and faculty. The perceptions of

Jigsaw vary among students, teachers, and faculty members. Students generally have positive

perceptions of Jigsaw, reporting increased engagement, motivation, and enjoyment (Hwang,

2014). Students generally perceive the Jigsaw method positively, appreciating its collaborative

nature and the opportunity it provides for active engagement in learning. Research indicates that

students who participate in Jigsaw activities often report increased motivation and improved

attitudes toward the subject matter (Ocampo, 2022). The sense of responsibility that comes from

teaching peers fosters confidence and enhances communication skills, leading to a more

profound understanding of the material (Ghaith & El-Malak, 2004). However, some students

may feel anxious about their ability to teach others, particularly if they lack confidence in their

understanding of the topic. This anxiety can detract from the overall learning experience,

highlighting the need for adequate preparation and support from teachers. They appreciate the

opportunity to work collaboratively, share ideas, and learn from peers (Chen, 2018). However,

some students may feel overwhelmed by the responsibility of relying on their peers for learning

(Webb, 1995).

Teachers' perceptions of the Jigsaw method can be mixed. Many educators recognize its potential

to promote student interaction and collaborative learning, which aligns with contemporary

pedagogical approaches that emphasize student-centered learning (Evcim & İpek, 2013). While

some Teachers has positive perceptions of Jigsaw, valuing its ability to promote critical thinking,

problem-solving, and collaboration (Hmelo-Silver, 2004), they appreciate the technique's

flexibility and adaptability to various learning objectives (Johnson & Johnson, 2009). However,

36
teachers may face challenges in managing group dynamics and ensuring equal participation

(Webb, 1995). Teachers often report that Jigsaw enhances classroom dynamics, encouraging

students to take ownership of their learning. However, some educators express concerns about

the time required for proper implementation and the need for meticulous planning. Effective use

of the Jigsaw method necessitates careful selection of materials and thoughtful group formation

to ensure balanced participation (Tamah, 2008). Teachers may also worry about managing group

dynamics, particularly in diverse classrooms where students have varying levels of motivation

and ability.

At the faculty level, perceptions of the Jigsaw method often focus on its alignment with

educational goals and outcomes. Faculty members may appreciate the method's ability to foster

critical thinking and collaborative skills, which are essential for students' future academic and

professional success (Congleton & Rajaram, 2011). However, there may be skepticism regarding

the method's effectiveness compared to other instructional strategies. Some faculty members

argue that while Jigsaw can enhance learning, it may not consistently outperform traditional

teaching methods or other cooperative learning strategies (Kyndt et al., 2013). This skepticism

can influence the extent to which faculty members advocate for or implement the Jigsaw method

in their courses. Faculty members generally support the use of Jigsaw, recognizing its potential

to enhance student learning outcomes and promote teamwork (Kwak, 2009). However, some

may be concerned about the technique's implementation and effectiveness in large classes or

online learning environments (Kwak, 2009).

In summary, perceptions of the Jigsaw learning method vary among students, teachers, and

faculty. While students often appreciate the collaborative and engaging nature of Jigsaw,

teachers may have mixed feelings about its implementation challenges. Faculty perceptions tend

37
to focus on the method's alignment with educational goals and its comparative effectiveness. To

maximize the benefits of the Jigsaw method, it is essential for educators to address these

perceptions, providing adequate training and resources to support its implementation while

fostering a classroom environment that encourages collaboration and active learning.

2.3 THEORETICAL FRAMEWORK

The Jigsaw Learning Management System (JLMS) has been increasingly adopted in educational

institutions to enhance student learning and academic performance. To understand the effects of

JLMS on the academic performance of English language students, a theoretical framework is

essential. This essay discusses the theoretical framework for the effects of JLMS on the

academic performance of English language students, drawing on relevant theories and empirical

studies. The theoretical framework for understanding these effects can be grounded in several

educational theories, which is based on three key theories: Krashen's Input Hypothesis (1981),

Vygotsky's Social Constructivist Theory (1978), and Bandura's Social Cognitive Theory (1986).

Krashen's Input Hypothesis posits that language learning occurs through comprehensible input,

which JLMS provides through interactive and engaging activities. Vygotsky's Social

Constructivist Theory emphasizes the role of social interaction and collaboration in language

learning, which JLMS facilitates through group work and peer feedback. Bandura's Social

Cognitive Theory highlights the importance of self-efficacy and motivation in language learning,

which JLMS enhances through personalized learning and assessment.

 Constructivism Theory
Constructivism posits that learners construct knowledge through experiences and interactions

with others. According to Piaget (1976) and Vygotsky (1978), learning is an active process

where students build understanding through social interaction and collaboration. The Jigsaw

38
method embodies this principle by requiring students to engage with peers to learn and teach

specific segments of a topic. Research indicates that this collaborative approach enhances

comprehension and retention, as students are more likely to internalize information when they

explain it to others (Ghaith & El-Malak, 2004). For instance, a study by Evcim and İpek (2013)

found that the Jigsaw strategy significantly improved students' speaking skills and overall

academic performance, supporting the constructivist view that social interaction is vital for

effective learning.

 Social Interdependence Theory

Social interdependence theory, developed by Johnson and Johnson (1989), emphasizes the

importance of cooperative learning environments where students rely on one another to achieve

common goals. The Jigsaw method fosters this interdependence by assigning each student a

unique piece of the learning material, making them essential to the group's success. This

structure encourages collaboration and accountability, leading to improved academic outcomes.

Research has shown that students in Jigsaw settings demonstrate higher levels of motivation and

engagement, which are critical factors in academic performance (Ocampo, 2022). Studies have

consistently reported significant improvements in learning outcomes when Jigsaw is

implemented, highlighting its effectiveness in creating a supportive learning community (Tamah,

2008).

 Cognitive Load Theory

Cognitive load theory, proposed by Sweller (1988), suggests that learning is most effective when

cognitive resources are optimally utilized. The Jigsaw method can help manage cognitive load by

breaking down complex topics into smaller, more manageable parts. This allows students to

focus on specific segments of information before synthesizing it with their peers. By engaging in

teaching and learning from one another, students can reduce cognitive overload, leading to better
39
retention and understanding of the material (Kyndt et al., 2013). Research indicates that the

Jigsaw technique not only enhances academic performance but also improves students' attitudes

toward learning, as they feel more competent and confident in their abilities (Ghaith & El-Malak,

2004). Empirical studies support the effectiveness of JLMS in improving academic performance

in English language students. Hwang (2014) found that JLMS significantly improved students'

language proficiency and academic achievement. Chen (2018) reported that JLMS enhanced

students' motivation and engagement in language learning. Kwak (2009) found that JLMS

improved students' language skills and overall academic performance.

2.4 Empirical review

The Jigsaw Learning Management System (JLMS) has been widely adopted in educational

institutions to enhance student learning and academic performance. To understand the effects of

JLMS on the academic performance of English language students, a review of empirical studies

is essential. This essay discusses the empirical review for the effects of JLMS on the academic

performance of English language students, drawing on relevant studies. Several studies have

investigated the impact of the Jigsaw cooperative learning strategy on English language learning

outcomes.

A systematic review by Evcim and İpek (2013) conducted an experimental study to investigate

the effects of Jigsaw II on academic achievement in English language classes and found that the

Jigsaw technique positively influences various aspects of English language skills, including

speaking, reading, and comprehension. The results showed a significant difference in academic

achievement between the experimental and control groups, indicating that JLMS improved

academic achievement (Evcim & İpek, 2013). Similar findings were reported by Hwang (2014),

who found that JLMS significantly improved students' language proficiency and academic

40
achievement. Chen (2018) also reported that JLMS enhanced students' motivation and

engagement in language learning, leading to improved academic performance. Four out of five

studies in their review showed beneficial effects on EFL performance among secondary school

and undergraduate students. JLMS promotes group work and collaboration, which are essential

for language learning. Studies have shown that cooperative learning structures, such as JLMS,

improve group and team work, creating a productive learning environment (Johnson & Johnson,

1987). JLMS encourages students to work together, promoting interaction and communication

among students. Research has shown that language learners benefit from communicative

activities, such as pair and group work, which enhance language proficiency (Mirici, 2005). The

collaborative nature of Jigsaw promotes active engagement, allowing students to practice their

language skills in a supportive environment.

A study by Ghaith and El-Malak (2004) revealed that the Jigsaw II method significantly

improved students' achievement and attitudes in an EFL classroom. The sense of responsibility

that comes from teaching peers fosters confidence and enhances communication skills, leading to

a more profound understanding of the material. Furthermore, research indicates that the Jigsaw

method can enhance academic performance over time. A study by Ocampo (2022) found that

using the Jigsaw strategy improved the academic achievement of Grade 12 students in an online

distance learning setting. The researcher attributed the notable increase in achievement to the

collaborative work done by students during remote learning. Working together towards a unified

goal in learning led to better outcomes. However, the effectiveness of the Jigsaw method can

vary based on several factors.

A study by Congleton and Rajaram (2011) suggested that prior training in cooperation might be

necessary for the Jigsaw method to be effective among younger students. Additionally, while the

41
Jigsaw Classroom does not always demonstrate immediate effects on academic achievement, it is

likely that gains can be observed further away from the learning process. In conclusion,

empirical evidence suggests that the Jigsaw learning management system can positively impact

the academic performance of English language students, as JLMS promotes group work,

collaboration, interaction, and communication, leading to improved language proficiency and

academic achievement. The collaborative and engaging nature of Jigsaw promotes active

learning and enhances language skills. However, factors such as age, prior training, and the

timing of assessment can influence the effectiveness of the method. Further research is needed to

explore the long-term effects of Jigsaw on language learning outcomes.

42
 CHAPTER THREE

RESEARCH METHODOLOGY

3.0 Introduction

This chapter presents the design and methodology employed by the researcher for the purpose of

conducting the research. The procedure for data collection and relevant data used to address the

research objectives.

3.1 Research Design

In this study, the researcher will employ the descriptive survey design. This involves the process

of obtaining information from various groups of students through a questionnaire. This design

afforded the researcher the opportunity to gather information on students’ opinion towards

assessing the effect of Jigsaw Learning Management System in English Language learning.

3.2 Population of the Study

This study will be carried out to examine the effects of jigsaw learning management system on

the academic performance of English Language students. A case study of undergraduate students

of Adeyemi Federal University of Education, Ondo. Hundred (100) students will be selected

from Department of English Language from Degree One to Four to form the population of the

study.

3.3 Sample and Sampling Technique

One hundred (100) questionnaires will be designed for the study and the researcher will use a

sampling procedure to select the number of students that will be used as sample for this study.

43
3.4 Instrument for Data Collection

The major research to be adopted in this study will be based on the research questions drawn by

the researcher. In the process of data collection, the researcher will use structured questions in

form of a questionnaire whereby respondents will tick on the available options that will be

provided. The questionnaire contains two sections; section A and B. section A of the instrument

is all about the bio-data of each of the respondents while section B and C consist of twenty (20)

items for the students to answer. The questionnaire will be designed in such a way that items of

information required from respondents will be minimal to enable them to promptly fill and return

back.

3.5 Validity of the Instrument

A copy of the questionnaire will be given to the supervisor for necessary corrections, suggestion,

amendment, and approval before it will be finally administered to the respondents. .

3.6 Administration of Instrument and Data collection

The designed questionnaire will be used in eliciting responses from the respondents. A

quantitative approach will be employed, using quantitative instruments. A survey questionnaire

will be administered to a sample of students and instructors. Then, the data will be collected from

the respondent for adequate analysis.

3.7 Method of Data Analysis

The method to be adopted in this research would be based on a statistical table by distributing the

respondents according to their answers from the survey for data analysis. Sample statistical tools

will be used in most cases, frequency in tabular form and percentage would be used. This is

necessary because the data obtained are qualitative and fixed.

44
 CHAPTER FOUR

RESULTS AND DISCUSSION

This chapter presents the demographic information of the respondents used for this study. It

presents answers to the research questions that were asked. The chapter equally presents

discussion of the findings that are generated based on answers to the research questions.

4.1 Demographic Information of Respondents

Table 4.1
Distribution of Respondents by Gender
Gender Frequency Percentage(%)
Male 57 57.0
Female 43 43.0
Total 100 100.0

Table 4.1 shows that 1000 students were used in this study. Out of the 100 respondents,

(57.0%) were male while the remaining (43.0%) were female. The result from this table implies

that the male participants were more than the female ones in this study.

Table 4.2:

Distribution of the Respondents by Degree Level

Degree (Level) Frequency Percentage(%)

100 20 20.0

200 20 20.0

300 20 20.0

400 20 20.0

Total 100 100.0

45
 Table 4.2 shows the distribution of the respondents by their Degree class level. The table

shows that (20.0%) of the respondents was chosen each from of the degree level i.e100, 200, 300

and 400 level respectively.

4.2 Answers to Research Questions

Research Question 1: What are the effects of JLMS on the academic performance of English

Language students?

Table 4.3
Effects of JLMS on the academic performance of English Language students
Item SA A D SD Mean Std. D
I participate and log in often to Jigsaw
Learning application System for English
Language classes and to access English
Language resources. 29 58 6 7 3.09 0.82
I have understanding of English Language
concepts improved since using the Jigsaw
Leaning Management system. 49 40 25 6 3.72 0.83
There is an improvement in my grades (Test
score, assignments, exam grade e.t.c) since
using the Jigsaw Leaning Management
system. 15 30 35 20 2.4 0.29
I am confident in my ability during group
Learning in English Language skills. 60 27 11 2 3.45 1.08
It is easy for me to set goals and track
progress on JLMS, also navigate and use the
Jigsaw Leaning Management system. 35 25 25 15 2.8 0.53
Weighted Average 3.24

N: 100
Key; SD = Strongly Disagree, D = Disagree, A = Agree, SA = Strongly Agree
Decision Value: LOW = 0.00-2.44, HIGH = 2.45-4.00

Table 4.3 shows the effects of JLMS on the academic performance of English Language
students. The table shows that the respondents agreed to the following: that, they participate and
log in often to Jigsaw Learning application System for English Language classes and to access
English Language resources ( x = 3.09), that, they have understanding of English Language

46
concepts improved since using the Jigsaw Leaning Management system ( x = 3.72), that, there is
an improvement in my grades (Test score, assignments, exam grade e.t.c) since using the Jigsaw
Leaning Management system ( x = 2.4), that, they are confident in their ability during group
Learning in English Language skills ( x = 3.45), and finally that, it is easy for them to set goals
and track progress on JLMS, also navigate and use the Jigsaw Leaning Management system ( x =
2.8). Meanwhile based on the value of the weighted average (3.24 out of 4.00 maximum values
obtainable) which falls within the decision value for HIGH, it can be inferred that JLMS has
positive effects on academic performance of English Language students.

Research Question 2: How JLMS does affect students’ motivation and engagement in English

Language learning?

Table 4.4
How JLMS affect students’ motivation and engagement in English Language learning.
Item SA A D SD Mean Std. D
I feel motivated to learn English Language
using Jigsaw Leaning Management system. 35 25 20 20 2.75 0.53
JLMS increased my interest in learning
English Language. 40 20 25 20 2.9 0.61
I feel a sense of accomplishment when
completing tasks on JLMS. 45 30 15 10 3.1 0.76
I feel in control of my learning when using
JLMS. 30 20 25 25 2.55 0.40
Feedback, grades and scores from my
teachers on Jigsaw Leaning Management
system motivates me. 46 19 20 15 2.96 0.75
Peer interaction while using JLMS motivates 54 26 5 15 3.19 0.96
me to learn English Language.

Weighted Average 2.89

N: 100
Key; SD = Strongly Disagree, D = Disagree, A = Agree, SA = Strongly Agree
Decision Value for Remark: Low = 0.00-2.44, High = 2.45-4.00

47
Table 4.4 shows the extent to how JLMS affects students’ engagement, motivation and learning

outcomes. The table shows that the respondents agreed to the following: that they feel motivated

to learn English Language using Jigsaw Leaning Management system. ( x = 2.75), that, JLMS

increased their interest in learning English Language ( x = 2.9), that, they feel a sense of

accomplishment when completing tasks on JLMS ( x = 3.1), that, they feel in control of their

learning when using JLMS ( x = 2.55), that, feedback, grades and scores from their teachers on

Jigsaw Leaning Management system motivates them ( x = 2.96), and finally that, peer interaction

while using JLMS motivates them to learn English Language ( x = 3.19). Meanwhile based on

the value of the weighted average (2.89 out of 4.00 maximum value obtainable) which falls

within the decision value for HIGH, it can be inferred that, the extent to how JLMS affects

students’ engagement, motivation and learning outcomes is positively high.

Research Question 3: What are the challenges and benefits of implementing JLMS in English
Language classrooms?

Table 4.5
Challenges and benefits of implementing JLMS in English Language classrooms
Item SA A D SD Mean Std. D
I do encounter technical issues while using JLMS
application 48 29 10 13 3.12 0.83
There is no improvement in my academic
achievements since using Jigsaw Leaning
Management system. 25 15 35 25 2.4 0.32
I better understand lesson content with traditional
teaching method than using Jigsaw Leaning
Management system. 25 10 35 30 2.3 0.34
It is easy for me to integrate JLMS into my
existing learning practices. 45 10 25 20 2.8 0.74
I lack support & training for implementing JLMS
in your English Language classroom 45 35 10 10 3.15 0.79

48
 Features on JLMS Application have been most
effective in supporting English Language learning 55 20 15 10 3.2 0.96
JLMS enhances my ability to personalize
instruction for English Language learning. 45 35 14 6 3.19 0.79
It is difficult for equity and access issues for me
without reliable internet or devices. 60 20 11 9 3.31 1.07
JLMS reduces traditional lecture workload for
me. 45 27 7 1 2.76 0.82
Weighted Average 3.02
N: 100
Key; SD = Strongly Disagree, D = Disagree, A = Agree, SA = Strongly Agree
Decision Value: Low = 0.00-2.44, High = 2.45-4.00

Table 4.5 shows the challenges and benefits of implementing JLMS in English Language

classrooms. The table shows that the respondents agreed to the following: that, they do encounter

technical issues while using JLMS application ( x = 3.12), they disagreed that, there is no

improvement in their academic achievements since using Jigsaw Leaning Management system (

x = 2.4), they also disagreed that, they better understand lesson content with traditional teaching

method than using Jigsaw Leaning Management system ( x = 2.3), they agreed that, it is easy for

them to integrate JLMS into their existing learning practices ( x = 2.8), that, they lack support &

training for implementing JLMS in their English Language classroom ( x = 3.15), that features on

JLMS Application have been most effective in supporting English Language learning ( x = 3.2),

that, JLMS enhances their ability to personalize instruction for English Language learning ( x =

3.19), that, it is difficult for equity and access issues for them without reliable internet or devices

( x = 3.31), and finally that, JLMS reduces traditional lecture workload for them ( x = 2.76).

Meanwhile based on the value of the weighted average (3.02 out of 4.00 maximum values

obtainable) which falls within the decision value for HIGH, it can be inferred that the benefits of

implementing JLMS in English Language classrooms outweigh the challenges.

49
4.3 Discussion of Findings

Table 4.3 showed the effects of JLMS on the academic performance of English language

students. Many of the respondents are in agreement that they participate and log in often to

Jigsaw Learning Application System for English Language classes and to access English

Language resources. This is a clear indication that JLMS is commonly used amongst students of

English language. Majority of the respondents are of strong believe that their understanding of

English language concepts as well as grades in tests, assignments and exams has improved

significantly since their usage of the Jigsaw Learning Management System.

There is a buildup of confidence in their ability during group learning when using Jigsaw and it

is easy for them to set goals and track progress on JLMS and also navigate and use the Jigsaw,

the respondents have strongly indicated. One can confidently say JLMS has positively impacted

the learning experience of students in English language.

Table 4.4 shows the extent to how JLMS affects students' engagements, motivation and learning

outcomes. As indicated on the data gathered, majority of the respondents feel motivated to learn

English language using Jigsaw Leaning Management system, they also strongly agreed that

JLMS has increased their interest in learning English language. Many of the respondents feel the

sense of accomplishment when completing tasks on JLMS, This could be attributed to the

accommodating and uncomplicated user interface that characterize the buildup of the app.

Many of the respondents also indicated that they feel in control when using JLMS and also that

feedback, grades and scores from their teachers on the app motivates them to learn and dare

more, also, peer interaction while using the app is also a salient source of motivation for them as

they have rightly indicated.

50
The motivation and increased engagement the students derive from the use of Jigsaw Leaning

Management system could be attributed to the friendliness and seamless user interface that

characterized the design of the Jigsaw Leaning Management system and the fact that JLMS has

proven to be very resourceful in enhancing the learning experience of English language students

Table 4.5 shows the challenges and benefits of implementing JLMS in English Language

classrooms. The respondents indicated that they do encounter technical issues while using JLMS

application, this could be because of the technical failure or bugs that is a commonly found

amongst applications. They have also been a significant improvement in their academic

performance since the inception of their use of JLMS. From the data gathered it is evident that,

they better understand lesson content with Jigsaw Leaning Management system that than with

traditional teaching method, they agreed that, it is easy for them to integrate JLMS into their

existing learning practices, and that, they lack support & training for implementing JLMS in their

English Language classroom. This could be improved upon by organizing periodic trainings for

students on the JLMS. The respondents also indicated JLMS Application have been most

effective in supporting English Language learning and that, JLMS enhances their ability to

personalize instruction for English Language learning. Although, they are challenges to

implementation of JLMS, but the benefits are enormous and this could be leveraged upon to

assist students understand English language concepts for a better learning experience.

51
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

This chapter presents the summary of the study. The chapter also presents the study’s conclusion

and recommendations which are based on the findings of the study.

5.1 Summary of Study

The study investigated the effects of Jigsaw Learning Management System (JLMS) on the

academic performance of English Language students at Adeyemi Federal University of

Education, Ondo. The study contains background to the study followed by statement of the

problem, aims and objectives of the study, research questions, and significance of the study,

scope of the study and operational definition of terms. Review of related literature was carried

out to provide the practical basis for data interpretation and major findings of the study. The

research design includes population of the study, sample and sampling technique, instrument for

data collection, validation of instrument, procedure for test administration and method of data

analysis.

The study employed descriptive survey research design, three research questions guided the

study. The instrument used for data collection was researcher designed questionnaire in Adeyemi

Federal University of Education, Ondo in which one hundred (100) students from all degree

levels in the Department of English was used for as sample. The following are summary of

findings from the study:

 That, JLMS has positive effects on academic performance of English Language students.

 That, the extent to how JLMS affects students’ engagement, motivation and learning

outcome is positively high.

 That, the benefits of implementing JLMS in English Language classrooms outweigh the

challenges.

52
5.2 Conclusion

Based on the results of the study, the following conclusions were extracted to help enlighten

students and the departmental management team to understand the benefits and challenges

attributed to the use of Jigsaw Learning Management System in the Department of English

Language, Adeyemi Federal University of Education, Ondo.

From the findings, it can be concluded that JLMS has a positive impact on English language

students in terms of their academic performance, it has been a tool that has helped their learning

experience.

Also, the findings reveals that JLMS has positively motivated and have been impactful in

engaging English students to daring more in achieving their academic goals and aspirations.

Finally, amidst the challenges that is attributed to the use of JLMS, they exist numerous benefits

as rightly indicated by the respondents, these benefits have been very impactful and they have

greatly improved and enhanced English students experience with English language concepts.

.5.3 Recommendations

The following recommendations were made:

i. The Department management team should organize trainings and symposiums for

students to better understand the concept and the benefits as well as the usage of the

Jigsaw Learning Management System.

ii. The technical and app failure should be improved upon by the developers to enhance the

end users experience.

iii. Students should not be bias with the use of JLMS as traditional teaching methods should

not be jettisoned. They should strike a balance with the use of both methods.

53
 References

Acikgoz, K. (1992). The Effects of the Jigsaw Technique on Student Achievement and Attitudes.
The Jigsaw Technique. Bilimleri Kongresi, 187-201.

ACTFL (2020). Mental Health Bulletin of the World Health Organization. Retrieved from the
net on the 18th July, 2011.

Adunola, F. A. (2020). Challenges and Contributions of Entrepreneurship Education for

Sustainable Development in Nigeria. In Coe, M.A. Aloisi,S.O. Higgins & Major
Ogunkunle (eds.). Achieving Sustainable Development in Nigeria through Innovation
Creativity and Entreprenurial Education. (pp 618-631). Ibadan. Peerless Grace
Publishing.

Aitchison David (2022). Students’ Beliefs and Attitudes Towards Cooperative Learning, and
their Relationship to Motivation and Approach to Learning. Studies in Higher Education,
48(1). https://doi.org/10.1080/03075079.2022.2112028

Ajufo, O. M. (2019). Using Bloom’s Taxonomy to Evaluate the Cognitive Levels of Master
Class Textbook’s Questions. English Language Teaching, 8(5), 100–110.
https://doi.org/10.5539/elt.v8n5p100

Altan E, Solla SA, Miller LE, Perreault EJ (2021). Estimating the dimensionality of the manifold
underlying multi-electrode neural recordings. PLoS Comput Biol 17(11): e1008591.
https://doi.org/10.1371/journal.pcbi.1008591

Aronson, E., & Patnoe, S. (2011). Cooperation in the Classroom: The Jigsaw Method. (No Title).
Bächtold, M., Roca, P., & De Checchi, K. (2023). Students’ beliefs and attitudes towards
cooperative learning, and their relationship to motivation and approach to learning.
Studies in Higher Education, 48(1). https://doi.org/10.1080/03075079.2022.2112028

Aronson, E., Blaney, N., Stephan, C., Sikes, J., & Snapp, M. (1978). The Jigsaw Classroom.
Beverly Hills, CA: Sage.

Aydin, F., & Biyikil, Z. (2017). Student’s Performance in English Language.

Bachman, T. (2005). Effects of Cooperative Learning on The Performance of Sixth- Grade

Physical Education Students, J. Teach. Phy. Educ., 24: 88-102.

Bayliss, Rolland, and Raymond F. (2021). Learning of Quality Improvement Theory

Experiences with reflective learning from a student perspective. International Journal of
Lean Six Sigma.

Bohlmeyer, J., Burke, R. (1987). Student Involvement in Learning: Cooperative Learning and
College Instruction. Journal on Excellence in College Teaching, 1, 68-76.

Butler, Y. I., and Castellon, W. (2021). Academic Achievements and Study Habits of College
Students of District Pulwama. J. Educ. Pract. 7, 19–24.

54
Chazan, B. (2022). Principles and Pedagogies in Jewish Education (pp.13-21);
DOI:10.1007/978-3-030-83925-3_3

Cooper, J., & Mueck, R. (1990). Student Involvement in Learning: Cooperative Learning and
College Instruction. Journal on Excellence in College Teaching, 1, 68-76.

Cooper, J., & Mueck, R. (2022). Student Involvement in Learning: Cooperative Learning and
College Instruction. Journal on Excellence in College Teaching, 1, 68-76.

Dhull, P., & Verma, S. (2018). Student’s Performance in English Language.

European Journal of Educational Technology (EET). (2022). Encyclopedia of Educational

Technology, 1(2), 133–142. DOI: https://doi.org/10.21093/ijeltal.v1i2.21

Fakeye A., (2015). Portfolio Assessment and the Enhancement of Higher Order Thinking
through Multiple Intelligence and Dialogic Feedback. Issues in Language Teaching
(ILT), 4(1), 1–25.

Farrant, J. S. (1980). Concept of Teaching. University of Lagos. Lucky Odoni Publishers

Faruq, A., & Mohammed, I. (2020). The Relationship Between Learning Management System
and English Language. Issues in Language Teaching (ILT), 4(1), 1–25.

Feast, D. E. N. (2002). Analysis of Learning Difficulties of Class XII High School Students on
Genetic Material. International Journal of Biology Education towards Sustainable
Development, 2(2), 71-78

Ferray Dorothy (2023). "Educational phenomenal from DOI:

https://doi.org/10.15294/harmonia.v17i1.7469

Gardner, M., & Lambert, S. (2022). ESL Students’ Perceptions of the use of Higher Order
Thinking Skills in English Language Writing. Advances in Language and Literary
Studies, 5(5), 80–87. https://doi.org/10.7575/aiac.alls.v.5n.5p.80

Gul, F. F. & Shehzad, S. (2015). Effects of Cooperative Learning on Students’ Academic

Achievement. Journal of Education and Learning (EduLearn), 9(3), 246-255. DOI:
10.11591/edulearn.v9i3.2071

Gul, F. F. & Shehzad, S. (2015). Effects of Cooperative Learning on Students’ Academic

Achievement. Journal of Education and Learning (EduLearn), 9(3), 246-255. DOI:
10.11591/edulearn.v9i3.2071

Hanze , I & Berger, O. (2004). “Do University Entrance Exams Predict Academic
Achievement?,” in Working Paper No. 2004, (Uppsala: Uppsala University).

Hill, S. & Hill, T. (1990). The Collaborative Classroom: A guide to Cooperative Learning.
Portsmouth, NH: Heinemann.

55
Huang, Y.-M., Liao, Y.-W., Huang, S.-H., & Chen, H.-C.A, (2014). Jigsaw-based Cooperative
Learning Approach to Improve Learning Outcomes for Mobile Situated Learning,
Journal of Educational Technology & Society, 17(1). 128-140. DOI :

Jacobs, George & Chau, M. H. (2021). Two Approaches for Promoting Student-Centered
Language Learning: Cooperative Learning and Positive Psychology, Beyond Words,
9(1), 1-15.

Johnson, D. W. and Johnson, R. (1987). Fundamental Component of Cooperative Learning

Structures: Cooperative, Competitive, and Individualistic Learning, Allyn & Bacon:
Boston.

Johnson, D. W. and Johnson, R. (1999). Learning Together and Alone: Cooperative,

Competitive, and Individualistic Learning, Allyn & Bacon: Boston.

Johnson, D. W., Johnson, R. T., & Holubec, E. J. (2013). Cooperation in the Classroom (9th ed.).
Edina, MN: Interaction Book Company.

Krashen, Stephen D. (2019). Principles and Practice in Second Language Acquisition. Prentice-
Hall International.

Nunan, D., Malhotra, N. K., & Birks, D. F. (2021). Marketing Research: Applied Insight (6th
ed.). Pearson.

Liu, Y. (2020). Definition of English Language and Teaching. Journal of English and Resource
Technology. 45 (2), 244-264, 2020. 13, 2020.

Long, M. H., (1980). Input, Interaction, and Second Language Acquisition. (Unpublished PhD
thesis) University of California, Los Angeles.

MalekiR.M. & Zangani R.L. (2019). Cooperative Learning and Achievement in Social Studies:
Jigsaw II. Soc. Educ., Res. Lib., 55(6): 392.

Max Johnson (1999). Cooperative Learning and Achievement in Social studies: Jigsaw II. Soc.
Educ., Res. Lib., 55(6): 392.

Negash TT, Eshete MT and Hanago GA (2022) Students’ Learning Approaches as a Factor of
Academic Achievement at Selected Public Universities: A Cross-sectional Study. Front.
Educ. 7:965573. doi: 10.3389/feduc.2022.965573
Oller, M. (2020). Determinants of Academic Achievement in Japanese University Students:
Gender, Study skills, and Choice of University. SN Soc. Sci. 2, 1–25. doi:
10.1007/s43545-022-00388-7

Osei, J. K. & Appiah-Twumasi, E. (2018). Cooperative Learning Strategy: Effective Student-

Centered Intervention To Enhance Performance And Knowledge Retention. International
Journal of Innovative Research and Advanced Studies (IJIRAS), 5(5), 151- 156.

Peters, R. S. (2022). Ethics and education (pp. 123-145). London, England: George Allen &
Unwin.

56
Robert Slavin (1982). Teachers’ Knowledge about Higher Order Thinking Skills and Its
Learning Strategy. Problems of Education in the 21st Century, 76(2), 215–230.

Roseth, C. J., Lee, Y., & Saltarelli, W. A. (2019). Reconsidering Jigsaw Social Psychology:
Longitudinal Effects on Social Interdependence, Socio-cognitive Conflict Regulation,
Motivation, and Achievement. Journal of Educational Psychology, 111(1), 149.
Sabbah, R. E. (2016). Cooperative Learning. (2nd ed.). Boston: Ally and Bacon

Sari, I.J, Murni, D., & Sjaifuddin, S. (2016). Peningkatan Kecakapan Komunikasi Siswa
Menggunakan Pembelajaran Bilingual Preview & Review Dengan Setting Jigsaw Pada
Konsep Pengelolaan Lingkungan. Jurnal Penelitian dan pembelajaran. IPA, 2(2), 121-
130.

Sewell, K., & Stephen S., & Newman, S. (2022). Education as a context-dependent. Journal of
Education and Practice, 5 (1), 31.

Shahri, M. H., Mtlabi, P., Esmaeili, M., & Kianmehr, K. (2017 Student’s Performance in English
Language.

Siti Mubaniyah (2023).Characteristics of Jigsaw Learning Management System. English

Education Journal, 8(3), 301–307.

Slavin, R.E.(1983). Cooperative Learning, Longman: NewYork.

Suendarti, M. & Virgana, V. (2022). Elevating Natural Science Learning Achievement:

Cooperative Learning and Learning Interest. Journal of Education and Learning
(EduLearn), 16(1), 114-120. DOI: https://doi.org/10.11591/ edulearn.v16i1.20419

Tabiolo, J. L. & Rogayan, D. J. (2019). Enhancing Students’ Science Achievement through

Jigsaw II Strategy, Journal of science learning, 3(1), 29-35. DOI:
https://doi.org/10.17509/ jsl.v3i1.17680

Ulibari, E., Maria, O., Rivas, D. & Spencer, D. M. (2019). The Effect of Jigsaw Technique on
6th Graders’ Learning of Force and Motion Unit and their Science Attitudes and
Motivation. Asia-Pacific Forum on Science Learning and Teaching, 18(1).

UNESCO. (2022). Definition of Education. Retrieved from (International Standard Classification

of Education, ISCED)

Van Ryzin, M. J., Roseth, C. J., & Biglan, A. (2020). Mediators of Effects of Cooperative
Learning on Pre-social Behavior in Middle School. International Journal of Applied
Positive Psychology, 5, 37-52.

Walker, D., Olvet, D., & Chandran, D. (2015). Student’s Performance in English Language.

Ghaith, G., & El-Malak, M. A. (2004). Effect of Jigsaw II on Literal and Higher Order EFL
Reading Comprehension. Educational Research and Evaluation, 10(2), 105–115.

57
Evcim, M., & İpek, J. (2013). Pairing Learners in the Reciprocal Style of Teaching Influence on
Student Skill, Knowledge and Socialization. Phys. Educ., 55: 24-38.

Ocampo, E. (2022). Relationship between Academic Achievement and Clinical Performance in a

Physical Therapy Education program. Phys. Therapy 68, 378–80. doi:
10.1093/ptj/68.3.378

Sweller (1988). Connectivism: A Learning Theory for the Digital Age. International Journal of
Instructional Technology and Distance Learning.
Tamah, M. (2008). Determinants of Academic Achievement in Japanese University Students:
Gender, Study skills, and choice of University. SN Soc. Sci. 2, 1–25. doi:
10.1007/s43545-022-00388-7

Kwak, M. (2009). Qualitative Research in Education: A User’s Guide: A User’s Guide. Sage.

Kyndit, P. & Ismailova, F. (2013). (2014). The Fifth Biennial International Conference on
Teaching and Learning of English in Asia (TLEIA5). Challenges of Teacher Certification
in Indonesia, (October), 1–10.

Chen, L. (2018). Using the ADDIE Model of Instructional Design to Teach English
Interpretation. Journal of Language Education, 2016, 1–6.
https://doi.org/10.1155/2016/9502572 DOI: https://doi.org/10.1155/2016/9502572

Hwang, Yul. (2014).Cooperative Learning in Physical Education Achievement, Cognitive

Processes and Effects on Social Behaviour. (Unpublished Ph.D. Thesis). Dokuz Eylul
University, School of Social Sciences, Izmir

Congleton, A. & Rajaram, H. (2016). Use of Jigsaw Technique to Teach the Unit “Science
within Time” in Secondary 7th Grade Social Sciences Course and Students’ Educational
Research and Reviews, 11(8), 773-780.DOI: 10.5897/ERR2016.2728

58
 APPENDIX

ADEYEMI FEDERAL UNIVERSITY OF EDUCATION, ONDO

SCHOOL OF LANGUAGES
DEPARTMENT OF ENGLISH
QUESTIONNAIRE ON THE EFFECTS OF JIGSAW LEARNING MANAGEMENT SYSTEM (JLMS) ON

THE ACADEMIC PERFORMANCE OF ENGLISH LANGUAGE STUDENTS AT ADEYEMI FEDERAL

UNIVERSITY OF EDUCATION, ONDO.

Dear Respondents,
I am a student of Adeyemi Federal University of Education, Ondo. My research work is based on
the Effects of Jigsaw Learning Management System on the Academic Performance of English
Language Students at Adeyemi Federal University of Education, Ondo.
Kindly respond to each statement by ticking (√) in the appropriate column.
SECTION A: BIO – DATA
Complete the following information by ticking (√) that which applies to I
1. GENDER: Male ( ), Female ( )
2. Department:__________________________________________
3. Level:___________

SECTION B
Choose STRONGLY AGREE (SA), AGREE (A), DISAGREE (D), STRONGLY
DISAGREE (SD) in this section to give your own opinion on the questions asked below.
S/N STATEMENT SA A D SD
What are the effects of JLMS on the academic
performance of English Language students?
1. I participate and log in often to Jigsaw Learning application
System for English Language classes and to access English
Language resources.
2. I have understanding of English Language concepts
improved since using the Jigsaw Leaning Management
system.
3. There is an improvement in my grades (Test score,
assignments, exam grade e.t.c) since using the Jigsaw
Leaning Management system.
4. I am confident in my ability during group Learning in
English Language skills.

59
5. It is easy for me to set goals and track progress on JLMS,
also navigate and use the Jigsaw Leaning Management
system.
How JLMS does affect students’ motivation and
engagement in English Language learning?
6. I feel motivated to learn English Language using Jigsaw
Leaning Management system.
7. JLMS increased my interest in learning English Language.
8. I feel a sense of accomplishment when completing tasks on
JLMS.
9. I feel in control of my learning when using JLMS.
10. Feedback, grades and scores from my teachers on Jigsaw
Leaning Management system motivates me.
11. Peer interaction while using JLMS motivates me to learn
English Language.
What are the challenges and benefits of implementing
JLMS in English Language classrooms?
12. I do encounter technical issues while using JLMS application
13. There is no improvement in my academic achievements since
using Jigsaw Leaning Management system.
14. I better understand lesson content with traditional teaching
method than using Jigsaw Leaning Management system.
15. It is easy for me to integrate JLMS into my existing learning
practices.
16. I lack support & training for implementing JLMS in your
English Language classroom
17. Features on JLMS Application have been most effective in
supporting English Language learning
18. JLMS enhances my ability to personalize instruction for
English Language learning.
19. It is difficult for equity and access issues for me without
reliable internet or devices.
20. JLMS reduces traditional lecture workload for me.

60
61