Abstract:
This research work attempts to determine the effectiveness of jigsaw technique in English reading comprehension and it also aims to determine the responses of students to the usage of jigsaw strategy in Pakistan. The data were collected from classrooms by giving jigsaw treatment, and through interviews. The mixed method research design was used to find out the effectiveness of jigsaw intervention. Following a quasi-experimental research design, fifty four undergraduate students of COMSATS University Islamabad, Lahore Campus from four classes were divided randomly into an experimental and a control group to participate in the present study. Each group contained 27 students who could use either jigsaw strategy for reading comprehension task or individual learning over a period of eight weeks. The data obtained from pretest and posttests was analyzed through SPSS. The findings of this work were statistically analyzed through Wilcoxon Signed Ranks test at the final stage of the experimental period. Semi structured interviews were used as an instrument to know about the degree of importance of jigsaw technique according to students’ perceptions. The data analysis through nonparametric Wilcoxon Signed Ranks test showed that the prominent difference exists in the scores of posttest means between both the groups which were control and experimental group. The results of interviews’ analysis also revealed that students found jigsaw strategy as cooperative method of learning which was more impressive and helpful for their English reading comprehension skills. They stated that it could help them to improve their vocabulary, pronunciation etc. and they could share their ideas with each other which enhanced their knowledge. Therefore, this technique would be important for teachers and students alike to help students upgrade their reading comprehension skills of students.
