Jigsaw collaborative learning in teacher education: quantitative and qualitative evidence from a mixed-methods study

This study evaluates the implementation of the jigsaw method in a university-based primary education teacher training programme, analysing its impact on academic performance, group dynamics, and student motivation. Using a mixed-methods design, the research combined three instruments: (1) a statistical comparison of on an equivalent assessment item between students who participated in the intervention and a previous cohort – one that experienced the jigsaw intervention and one that did not – using the Mann – Whitney U test; (2) a 12-item Likert-scale questionnaire to assess students’ perceptions of the activity; and (3) ethnographic observation and informal conversations to explore group interactions and classroom dynamics. Results show an improvement in academic performance (mean score increase from 68.53 to 82.67, p < 0.001), with 95.6% of students reporting active participation. Key findings include: (1) strengthened interdependence and individual accountability, (2) emergence of informal leadership within groups, and (3) high levels of student motivation. Challenges included initial resistance to random group allocation. The study confirms the jigsaw method’s effectiveness in promoting collaborative learning but highlights the need for structured role assignments and instructor support to ensure equity.