Introduction:

To shift the paradigm from a passive tutor driven tutorials to more responsible active learning by the students, a cooperative teaching learning method could be a good alternative. The Jigsaw approach, a model of co-operative learning, focuses on learning in groups, with fellow learner co-operation and reassures team work. Thus, this study is aimed at assessing the effectiveness of jigsaw strategy in comparison to tutorials in enhancing cognitive skills among the medical students in microbiology subject.

Methods:

A cross sectional study was carried out at microbiology department for 50 consenting MBBS phase II students. Students were randomly divided into two groups A & B of 25 students each. They were prepared for either a jigsaw (Experimental) or tutorial (Control) a week prior on pre-decided topics. The same groups were crossed over for another topic. Students performance was assessed by pretest, posttest, academic achievement level and retention test by pre-validated multiple choice questionnaires. The student perception on TL methods was evaluated by using learning experience questionnaires. Similar experiment was repeated for 50 consenting first year BSc nursing students

Results:

Post test scores of both groups is found to be significant at the level of P<0.05. Mean of post test scores in the jigsaw is more than tutorial (13.2 v/s 11.2, crossover 12.0 v/s 9.56). Mean retention tests scores and absolute achievement level were high in jigsaw groups. The students preferred jigsaw over the tutorial. Even in nursing groups retention score and achievement levels were better in the jigsaw group and nursing students preferred jigsaw over traditional teaching.

Conclusion:

Jigsaw strategy is a robust instructional tool, well perceived by the students to enhance cognitive skills as inferred by the results and can be tailored to the needs of varied topics across different disciplines.