The implementation of jigsaw as a cooperative learning strategy to improve Birzeit University EFL students’ reading comprehension

Abstract

The current study explored the effect of implementing the jigsaw strategy on developing students’ reading comprehension. The study was implemented in Remedial English Communication course at Birzeit University (Palestine). The quasi-experimental approach was employed on one experimental group (EG) involving twenty male and female students and another control group (CG) comprised twenty- five students. A reading comprehension pre-test was administered to determine the participants’ level before the program. The experimental group received a five-week intervention program using the jigsaw strategy, while the traditional method was utilized to teach the control group. Both groups were taught by the researcher to control the variables of the study. A post-test was administered after the intervention to find whether there was any improvement in the groups’ performance. The SPSS and t-test results revealed that there was statistically significant difference between the two groups in favor of the experimental group.