Effects of a Jigsaw method on students’ motivation: when the type of physical activity matters

Abstract

Based on the principle of cooperative learning, the Jigsaw method aims to engage all students through learning situations in order to maximize social and cognitive gains (Buchs & Butera, 2015). However, the effects of the Jigsaw on motivation appears to vary a lot between studies (Cochon Drouet et al., in preparation). We propose that this inconsistency of the effect of Jigsaw on motivation could come from the diversity of teaching contents and its fit with the implementation of Jigsaw. In physical education (PE), the teaching contents are related to the type of physical activities (PA) practiced. The aim of this study was to evaluate if the effects of the Jigsaw on students’ motivation were moderated by the type of PA. 136 students (Mage = 14.11, SD = 1.24, 51% boys) were involved in this study and practiced a session of racket and gymnastic activities or the opposite to control any order effect. Motivation was measured during the 3rd and 6th lessons during teaching sequences in racket and gymnastic activities thanks to an accelerometer on students to measure the moderate to vigorous physical activity (MVPA split) and with the situational interest (SI) questionnaire (Roure, Pasco, & Kermarrec, 2016). Compared to classes in the control condition, the Jigsaw improved MVPA and the challenge and novelty dimensions of SI in gymnastics activities, whereas it deteriorated them in racket activities. Moreover, these effects increased between the 3rd and 6th lessons. These results show that the type of PA is essential in the implementation of the Jigsaw which can lead to positive as well to negative effects on students’ motivation. Future research needs to identify the variables inherent to the type of PA that explain this moderation. Nevertheless, our results ask for caution in the use of the Jigsaw method and the importance to consider the articulation between Jigsaw method and teaching contents.

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