Influence of an Educational Innovation Program and Digitally Supported Tasks on Psychological Aspects, Motivational Climate, and Academic Performance

Background: In university education, there is a need to provide students with the ability to use knowledge, and it has been shown that the cooperative model, with respect to information and communication technology (ICT), is effective. The aim of this study was to analyze the influence of an educational innovation program, based on the jigsaw technique and digitally supported tasks, on the psychological aspects, motivational climate, and academic performance of university students. Methods: A quasi-experimental study was conducted with an experimental group consisting of 100 university students (mean age: 21.84 ± 1.50 years). The motivational climate and the basic psychological needs in education, intrinsic motivation, academic self-concept, and academic performance were measured. Results: Significant increases were found in all variables after the intervention (p < 0.006–0.001), except for the variable, ego-motivational climate. The covariate perception of prior competences was significant for the model (p < 0.001). The students who had chosen a specific topic to develop with the jigsaw technique obtained a better grade than the rest of their classmates when the student’s academic performance was included as a covariate (p < 0.001). Conclusions: The psychological aspects, motivational climates, and academic performances of university students improved after the implementation of an educational innovation program, based on the cooperative learning model with the jigsaw technique, and the use of digitally supported tasks.

951. Virtually the Same: Our Experience Teaching Abx Before and During the Pandemic

Background Understanding core principles of empiric antibiotic (abx) therapy is essential for abx stewardship. Pre-pandemic, the “Abx 101” workshop taught students an initial approach to empiric abx. Due to the pandemic, the session became virtual. We hypothesized that the face-to-face version (FTF) would be more effective and more positively reviewed by students compared to the virtual. Methods For the FTF, 3 faculty facilitated workshops of 50 3rd year medical students. The intro reviewed the typical microbiota of body areas (or common pathogens for community-acquired disease in sterile spaces). Student small groups were assigned a category of abx coverage (e.g. “MRSA drugs”), and completed a worksheet to identify abx in the assigned category from a reference list of abx. Groups taught back to the class (jigsaw technique) about abx for their respective categories. Next, faculty facilitated a large group discussion in which they matched initial abx therapy for each body area’s typical microbiome or pathogens. Finally, groups presented cases to the class and identified likely diagnosis, most likely organisms, and appropriate empiric abx to target those organisms. For the virtual version, the format was adapted for a 1 hour online interactive session with 1 MD facilitator, 20-25 students, and no breakout groups/jigsaw technique. The content was unchanged other than fewer cases. Results 26 of 140 (19%) students completed the survey (n=13 FTF, n=13 virtual). An independent-samples t-test compared FTF and virtual overall satisfaction scores. There were no significant differences in satisfaction from the FTF (M=8.54, SD=1.04) and virtual sessions (M=8.62, SD=1.94); t(24)=-.126. p=0.901. 100% of both groups rated the session as quite/extremely relevant to their training and 100% of respondents in both groups deemed the format of the sessions appropriate for the content. In the FTF group, 76% of respondents felt the session was quite/extremely effective for learning about abx spectra of activity, compared to 69% in the virtual group (X2 (1, N = 26) = .195, p = .658). Conclusion “Abx 101” was relevant, effective, and formatted well for learning about empiric abx, in FTF and virtual versions. These findings suggest that this curriculum is effective overall and adapts well for in-person and remote learning. Disclosures All Authors: No reported disclosures

Jigsaw technique as an active learning strategy in Physiology for I MBBS Students

Introduction and Aim: Innovative learning strategies may be introduced along with the conventional methods to enhance active learning by the students. Jigsaw technique is a co-operative learning method, where students play a dual role as an active learner and teacher. Hence the present study aimed to introduce and assess the acceptability of the Jigsaw technique as an active learning strategy in Physiology for first year medical undergraduates. Methods: Five parent groups were formed from 30 first year medical undergraduates with six members in each group. Each member in the parent group was allotted a sub-topic in “Immunity”. Members with the same sub-topic joined to from the expert groups. After three sessions of face-face and asynchronous online discussions spanning a duration of three weeks, facilitated by faculty, the students returned to their parent groups for peer teaching and presentation. The content of the presentation was evaluated by faculty with help of a checklist. Feedback questionnaire was administered to both the students and the faculty to assess their perceptions and acceptability of Jigsaw technique. Results: Jigsaw method was addressed as an innovative method that favored active participation, high interaction and promoted communication skills and referral habits among the students. However. it was time consuming, and students expressed difficulty in adapting to the technique. Conclusion: Students consider the learning process enjoyable and effective with Jigsaw technique in Physiology. However, owing to the time consumption and its complexity it may be sparingly used in routine curriculum.

The Application of the Jigsaw Cooperative Learning Technique in Mapping Concepts of Nuclear Radiation in Diagnosis and Therapy

Physics for medical students is perceived as a sophisticated subject. The sophistication, however, does not lie in the physics concepts themselves or students’ comprehension of the subject, but it is more often related to the ineffectiveness of techniques applied to teach the subject. This study investigates the effect of the Jigsaw technique, a highly structured form of cooperative learning, on the academic achievement of first-year medical students in learning physics. A quasi-experimental research approach with a pretest-posttest design was employed to conduct the study with a purposive randomly selected sample of fifty students made up of twenty-five students in the control group and twenty-five students in the experimental group. The control group was taught using traditional lectures, while the experimental group was taught using the Jigsaw technique which involved students working actively to map the concepts of nuclear radiation in diagnosis and therapy. A comprehensive statistical analysis, which included a Shapiro’s test, paired sample t-test, independent sample t-test, average gain factor, and size effect calculations, was used to test the research hypotheses. The findings of this study showed that there was a statistically significant difference (P < 0.05) between the post-test scores of students exposed to the Jigsaw cooperative learning technique and those who were not. In addition, it was deduced by the educator (first author) that the students were actively engaged with the topic material, took more responsibility for their performance in the activity, learned how to map the radiation physics concepts, and explored a new learning environment that enabled them to use their higher-order thinking skills to solve medical physics problems.

The Implementation of the Jigsaw Technique to Increase Students' Listening Achievement and Motivation Aspects

Teaching listening needs improvement because many students get low scores on the listening test. This condition should be improved by providing a new teaching technique. Students in Mutiara Senior High School have problems in mastering a listening skill. They are difficult to catch the meaning while the listening test is given. The purposes of this study are to find out whether there is a significant increase after being taught by jigsaw technique and which motivation aspects (effort, goal, persistence, and frequency) have the most influence on students' achievement in learning English. This experimental study was measured by pretest and posttest designs. The research subject was class XI of science class in even semester of Mutiara Senior High School in South Lampung. The instrument to measure students' listening achievement was a listening comprehension test which consisted of 30 multiple choices. Another instrument was a close-ended questionnaire with 20 questions to know which motivation aspect had the most influence on students' English achievements. The data were analyzed by using the t-test formula. The computation result showed that t-ratio in the experimental class had a significant increase from pretest (49.13) to posttest (71.45) after being taught by the jigsaw technique. The result of the computation showed that the value of the two-tailed significance was 0.000. Since the sign α (0.000 0.05), the value indicated that the numbers represented the significance. It means that the treatment given had a better effect on students' ability. In addition, it revealed that the most influential motivation aspect was an effort. Therefore, students' personal or group tasks should be supported by giving rewards and punishment to improve students' efforts in learning.

The Effect of Jigsaw Technique on Iranian Intermediate Learners’ Reading Anxiety

Student anxiety is a considered as an impediment in learning development and in particular language acquisition. Anxious students generally refuse to take part in group and pair-work activities. Accordingly, their passive behavior is a shortcoming to pedagogical cooperation and development. The present study investigated the effect of Jigsaw Technique on reading anxiety of English as a Foreign Language) EFL intermediate Iranian learners. To this end, among 157 participants 60 intermediate learners were chosen randomly based on the Oxford Quick Placement Test (OQPT) and were instructed by the employment of Jigsaw Technique. The results of the EFL Reading Anxiety Inventory (EFLRAI) questionnaire indicated that the learners’ reading anxiety considerably decreased after the treatment. Moreover, the results revealed that the employment of Jigsaw Technique were more effective than before the treatment. The findings of the study proved the usefulness of Jigsaw Technique in promoting learners’ cooperative learning, their self-confidence, as well as reducing their anxiety and creating a stress-free environment. The findings of the study have great contribution in creating pedagogical materials for learners as they can facilitate instruction and maximize comprehension accordingly.

Students’ Perception on Cooperative Learning with Jigsaw Technique Applied in Prose Studies Classroom

This research draws on the students’ perspective of the Cooperative Learning Method with the Jigsaw technique in the Prose Studies classroom. There are some reasons why this study is conducted. Some years ago, in the University of Flores English Literature Study Program, it was found that prose fiction's learning activities did not get a positive response from students. It is due to teaching that tends to be theoretical and lacks students' opportunities to appreciate literary works intensely. Another cause is the ability of academic lecturers, mostly prose fiction. Besides, the discussion pattern was less effective because each group member's contributions were not well controlled. As mentioned previously, the condition certainly needs to find described. One of the keys is changing the teacher-centered strategy to be student?centered. The cooperative method of studying partakes been proposed by way of the alternative to a widespread variety of instructive concerns. The subject is frequently quoted equally as a mode of emphasizing intellectual abilities besidesdeveloping higher-order understanding; for example, a solution about a grade of powers, restoration, or special education, making deals between races; and training students for an increasingly collaborative workforce. This study aims to determine the Jigsaw method's effect on learners' perceptions of cooperative learning in the Prose Studies schoolroom. It was a descriptive qualitative which the strategy is indeed a self-administer survey research. The number of samples is 31 respondents—a purposeful sampling is a sampling procedure used. The data collection process in this analysis is by collecting a questionnaire. Data collection is carried out by distributing questionnaires through the Google Form to the participants to determine students’ perceptions of cooperative learning with the Jigsaw technique. In analyzing the data, the researcher uses a descriptive qualitative approach. It is used to know students' perception in analyzing the intrinsic elements of narration text by using cooperative learning with the jigsaw technique. Furthermore, each item's percentage in the questionnaire is explained. The results of this study can be known from the counting recapitulation of participants' questionnaires. The students' perceptions in table 1 until table 19 toward cooperative learning with the jigsaw technique showed that the greatest of the students chose to agree and firmly approved with the questions raised. It means that collaborative learning with the Jigsaw technique made students more actively involved in the class. Also, it makes students more comfortable to understand the material which has been taught. From the findings, it can be concluded that collaborative studying with the jigsaw technique assists the learners in understanding the lesson. It can increase the students' achievement in learning literature, mostly narrative text and knowing cooperative learning with jigsaw technique in the narrative text. Such as novel is not enough to prove that it helps learn literature. Therefore, further study is suggested to use other material objects such as poetry, essay, or drama using cooperative learning method jigsaw technique as conducted in this study.

The Implementation of Jigsaw Technique with Musical Background in Comprehending Reading Text

This research studies the impact of the implementation of the Jigsaw technique with a musical background to comprehend reading at Senior high school in Sidrap, Indonesia. This research uses a quasi-experimental method to answer the question, "is the use of Jigsaw with a musical background as a technique able to improve the reading comprehension of senior high students at senior high school? This research also uses a random sampling technique to select the sample in the experimental and control class. The data is analyzed by using descriptive statistics. The result of the calculation of students' scores from the post-test indicates that there is a significant improvement in students' comprehension achievement before and after learning reading by using the Jigsaw technique with background music. The result of this research finally shows that the use of the Jigsaw technique with background music improves the reading comprehension of the eleventh-grade students of senior high school in Sidrap, Indonesia. It is proved by the students' comprehension in the reading text that was 42.3 in their pre-test, but increasing in the post-test by mean score was 63.35. It means that the alternative hypothesis is accepted, which the t-test value is more significant than the t-table value. In the post-test, the t-test value is 11.92, while the t-table value is 2.042. Based on the result of data analysis, the writer concludes that using the Jigsaw technique with background music is useful to improve the reading comprehension of the student in reading text.