Using Jigsaw to Enhance Comprehension of Marketing Concepts among Business Education Students

In this empirical paper, the researcher investigated the challenges second-year students face in learning marketing in business education and how the jigsaw approach can improve the learning of marketing. The study is grounded in social constructivism by Lev Vygotsky in 1968, which asserts that student development is socially situated and that knowledge is constructed through interaction. This study employed a qualitative approach, grounded in a constructivist paradigm, and involved 12 students as participants in the research. Semi-structured interviews were conducted to collect participant data, and a thematic approach was used to analyse the data. Participants responded to two questions: What challenges do business education students face in learning marketing, and how can the jigsaw strategy improve the learning of marketing in business education? The study found that the teaching and learning of marketing remains a serious challenge. In light of the findings, the study argues that the teaching and learning of marketing should prioritise jigsaw interventions to reduce the likelihood of student underperformance in marketing. Using a jigsaw classroom as a cooperative learning technique can improve students’ teaching and learning efficiency and enhance their academic performance. State the contribution of this study to scholarship. Keywords: Jigsaw strategy, Marketing, Business education, problem-solving skills