Student-Student and Student-Teacher Interactions through the Jigsaw II Method in the Teaching of the Economics Subject in Secondary Education
Peer interactions and teacher student interactions are essential components of learning upon which
cooperative learning (CL) is rooted. Empirical data about this type of interactions are scanty. The aim
of this research is to compare students’ opinions about the student-student and student-teacher
interactions in a CL method (Jigsaw II/puzzle) and the conventional teacher learning method after
learning an economics teaching unit in a secondary education school. The study was carried out in a
secondary education level institute in the island of Tenerife, Canary Islands (Spain) during the 20172018
academic year. Twenty-eight students took part in the study. Students were taught a unit
through the conventional teacher exposition method and later through a CL technique (Jigsaw
II/puzzle). Peer interactions and teacher-student interaction were evaluated through a 5-point Likertscale.
Students were evaluated twice, during the conventional instruction and approximately two
weeks later after receiving the CL instruction. The total score of interactions among peers was
significantly higher with the CL method than the conventional method (conventional method: 19.92
± 2.26 vs CL method: 21.54 ± 2.75, p
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