ISSN: 2375-3781
International Journal of Modern Education Research  
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The Jigsaw Method in 12th-Grade Physics Classes – Impact of the Group’s Ability Composition on Academic Performance
International Journal of Modern Education Research
Vol.3 , No. 5, Publication Date: Sep. 3, 2016, Page: 28-36
2329 Views Since September 3, 2016, 894 Downloads Since Sep. 3, 2016

Roland Berger, Physics Education Group, Department of Physics, University of Osnabrück, Osnabrück, Germany.


Martin Hänze, Institute of Psychology, University of Kassel, Kassel, Germany.


Two hundred thirty-six students in 12th-grade physics classes took part in a quasi-experimental study comparing homogeneous and heterogeneous grouping in a jigsaw classroom. Students were assigned to expert groups according to their prior topic knowledge. Students showed higher intrinsic motivation, activated deeper level processing strategies, and performed better on their expert topic when working in homogeneous groups. Self-reported quality of communication was identified as a partial mediator between the composition of the expert group and academic performance.


Cooperative Learning, Jigsaw Classroom, Group Composition, Physics


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