Jigsaw cooperative learning: a viable teaching learning strategy in ayurveda
Journal name: Ayushdhara
Original article title: Jigsaw cooperative learning: a viable teaching learning strategy in ayurveda
AYUSHDHARA is an international peer-reviewed journal. It focuses on research in Ayurveda, Yoga, Unani, Siddha, Homeopathy, Allopathy, and Pharmaceutical Sciences.
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Deepali Agrawal
Associate Professor, Dept. of Rognidan, SSVP Ayurvedic College and Research Centre, Hatta, Maharashtra, India.
Neeta Shekokar
Assistant Professor, Dept. of Swasthavritta, SSVP Ayurvedic College and Research Centre, Hatta, Maharashtra, India.
Ayushdhara:
(A peer-reviewed, bi-monthly open-access journal)
Full text available for: Jigsaw cooperative learning: a viable teaching learning strategy in ayurveda
Year: 2020 | Doi: 10.47070/ayushdhara.v7iSupply1.639
Copyright (license): CC BY-NC-SA 4.0
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Summary of article contents:
Introduction
Teaching and learning are crucial components of medical education, particularly in Ayurveda, where traditional lecture methods often lead to disengagement among students. To address the limitations of conventional teaching approaches, the JIGSAW cooperative learning strategy has been introduced. This study investigates the effectiveness of the JIGSAW technique compared to traditional lecture methods in enhancing knowledge and student satisfaction among undergraduate Ayurvedic students. By employing a quasi-experimental design, the research sought to provide a more dynamic and interactive learning environment, thereby improving student engagement and academic outcomes.
JIGSAW Cooperative Learning Strategy
One significant aspect of this study is the implementation of the JIGSAW cooperative learning method, developed by Elliot Aronson in 1971. This strategy encourages active participation among students, as they depend on one another to succeed in their learning objectives. The method involves dividing the class into small groups, assigning each member a specific topic to master, and then reorganizing the class into "expert groups" for collaborative discussion. Finally, students return to their original groups to teach their peers what they learned. The results of this study indicate that more than 90% of participants expressed satisfaction with the JIGSAW method, highlighting its potential to foster a sense of collaboration and responsibility among students.
Enhanced Learning Outcomes with JIGSAW
The study compared the effectiveness of the JIGSAW method with traditional lecture techniques across two topics: Shatkriyakal and Nidanpanchak. The results demonstrated that students taught using the JIGSAW method achieved significantly higher post-test scores than those in the lecture groups (p<0.01 for both subjects). This finding emphasizes the potential of the JIGSAW technique to enhance comprehension and retention of complex material in Ayurveda, suggesting that cooperative learning methods can lead to better educational outcomes. Additionally, feedback from students revealed a marked increase in self-esteem and confidence when engaging with peers through the collaborative learning structure provided by JIGSAW.
Conclusion
In summary, the JIGSAW cooperative learning strategy emerged as a highly effective teaching method for Ayurveda students, significantly improving both learning outcomes and student satisfaction. The study advocates for the integration of innovative teaching methodologies like JIGSAW into the Ayurvedic curriculum to create a more engaging and dynamic educational environment. By fostering collaboration and active learning, educators can effectively cultivate a more enthusiastic and knowledgeable base of future practitioners in the field of Ayurveda. Future research should continue to explore various cooperative learning strategies to further enhance the quality of education in this discipline.
FAQ section (important questions/answers):
What is the Jigsaw cooperative learning method?
The Jigsaw method is a cooperative learning strategy where students work in groups, each learning a specific topic to teach their peers. It promotes active participation, collaboration, and knowledge sharing among students, enhancing their learning experience.
How does Jigsaw compare with traditional lecture methods?
Jigsaw cooperative learning has shown to be more effective than traditional lectures, increasing student satisfaction, engagement, and understanding. Students report higher interest and collaboration levels, leading to a more meaningful learning experience.
What subjects were taught using Jigsaw in this study?
The subjects covered in the study were 'Shatkriyakal' and 'Nidanpanchak.' These topics were taught using the Jigsaw method for one group, and traditional lecture methods for another group, allowing for direct comparison of effectiveness.
Glossary definitions and references:
Scientific and Ayurvedic Glossary list for “Jigsaw cooperative learning: a viable teaching learning strategy in ayurveda�. This list explains important keywords that occur in this article and links it to the glossary for a better understanding of that concept in the context of Ayurveda and other topics.
1) Ayurveda (Ayus-veda):
Ayurveda refers to a traditional system of medicine from India, focusing on maintaining health through balancing bodily systems using diet, herbal treatment, and yogic breathing. It plays a central role in the study conducted by Deepali Agrawal and Neeta Shekokar at SSVP Ayurvedic College and Research Centre in Hatta, Maharashtra.
2) Discussion:
Discussion as mentioned in the context is an integral part of the Jigsaw cooperative learning method. It allows students to actively participate, share ideas, and learn from each other, enhancing their understanding and retention of complex topics covered in Ayurveda studies.
3) Knowledge:
Knowledge is key in both teaching and learning processes described in the study. The effectiveness of Jigsaw is assessed by measuring the increase in students' knowledge of subjects like Shatkriyakala and Nidanpanchak, compared to traditional lecture methods.
4) Education:
Education in the context of this study highlights the shift from traditional lecture-based methods to more interactive cooperative learning strategies like Jigsaw, aiming to improve student engagement and understanding in Ayurveda courses.
5) Hatta:
Hatta is a town in Maharashtra, India, where the SSVP Ayurvedic College and Research Centre is located. It is the setting for the study on the effectiveness of the Jigsaw cooperative learning method in Ayurveda education.
6) Maharashtra (Maharastra, Maha-rashtra):
Maharashtra is an Indian state where Hatta is located. The SSVP Ayurvedic College and Research Centre, the site of Dr. Deepali Agrawal and Neeta Shekokar's study on Jigsaw cooperative learning, is situated in this state.
7) Transformation (Transform, Transforming):
Transformation in the study refers to the shift from traditional lecture-based teaching to the more interactive Jigsaw cooperative learning method, which aims to involve students more actively in the educational process, thereby transforming their learning experience.
8) Medicine:
Medicine in this context refers to Ayurveda, a traditional Indian healthcare practice. The study assesses new teaching methodologies in Ayurveda, aiming to improve the educational experience of medical students in understanding complex Ayurvedic principles.
9) Samhita:
[see source text or glossary: Samhita]
10) Prakopa:
Prakopa is a phase in the progression of disease according to Ayurvedic principles, translating to 'aggravation.' It is part of the Shatkriyakala subject taught to students in the study, using either traditional or Jigsaw methods.
11) Prasara:
Prasara, which means 'spread,' is another phase in the disease progression in Ayurveda. It is one of the topics covered under the Shatkriyakala subject, taught using Jigsaw and lecture methods in the study to compare their effectiveness.
12) Vyakti:
Vyakti, or the manifestation phase in Ayurvedic disease progression, is taught to students as part of the Shatkriyakala topic. This phase signifies when clinical symptoms become apparent and was one of the subjects used to compare teaching methodologies.
13) Debate:
Debate is one of the interactive educational methods encouraged by cooperative learning strategies like Jigsaw. It involves students critically discussing and contesting various perspectives, thus enhancing deeper understanding and engagement with the material.
14) India:
India is the country where Ayurveda originates and where the study was conducted. The SSVP Ayurvedic College and Research Centre in Hatta, Maharashtra, is the specific location where the effectiveness of Jigsaw cooperative learning in Ayurvedic education was tested.
15) Ayus (Ayush):
[see source text or glossary: Ayush]
16) King:
[see source text or glossary: King]
Other Science Concepts:
Discover the significance of concepts within the article: �Jigsaw cooperative learning: a viable teaching learning strategy in ayurveda�. Further sources in the context of Science might help you critically compare this page with similair documents:
Active participation, Shatkriyakala, Nidanpanchak, Cooperative learning, Post-test, Quasi Experimental Research Design, Pre-test, Student satisfaction, Collaborative learning, Ayurveda teaching, Meaningful learning experience.
Concepts being referred in other categories, contexts and sources.