Impact of Jigsaw Technique on Improving University Students’ Self-Concept

Educational achievement is related to positive and negative feelings. One of the important purposes of educational systems is to enhance students’ academic self-concept. This study aimed to assess the effect of the jigsaw approach on improving self-concept among university students of educational sciences. This quasi-experimental study had a pretest-posttest design with a control group. A total of 60 undergraduate students of educational sciences at Farhangian University in Sistan-Baluchestan province were selected and divided into two equal groups of 30 each, i.e. an experimental group and a control group. Liu and Wang academic self-concept scale was applied as a data collection tool and twelve 90-minute sessions of the jigsaw approach were collaboratively conducted on the students who met the inclusion criteria in 6 weeks (two sessions per week). Data were analyzed using a multivariate analysis of covariance. Results of the one-way analysis of covariance show that academic self-concept and the subscales of academic confidence and academic effort are significantly different between the control and experimental groups (error level < 5%). The jigsaw approach had a direct effect on academic effort and improved students’ academic self-concept. Academic self-concept plays an essential role in students’ achievement. Some students do not know how to act and learn in groups, so they isolate themselves. This isolation can lead to feelings of loneliness or fear of others, but collaborative and cooperative approaches such as jigsaw technique help shape students’ self-concept and communicate with others.