Abstract :
Lectures are often being criticized for being one way passage of information and their educational value can be enhanced by making them interactive and collaborative. Various research studies have found a appreciate relationship between the higher cognitive and affective outcomes and cooperative learning approaches. Jig saw technique is a form of cooperative and collaborative learning strategy which is extensively used in all levels of education. The Jigsaw technique is a method of organizing classroom activity that makes students dependent on each other to succeed. It breaks classes into groups and breaks assignments into pieces that the group assembles to complete the jigsaw puzzle. The present study was an undertaken to assess the effect of Jig saw technique on knowledge of medical students of King Faisal University about various aspects of Type 2 Diabetes Mellitus.
An interventional study was conducted among 79 male undergraduate medical students of College of Medicine, King Faisal University, Kingdom of Saudi Arabia. Pre and post intervention was conducted with an application of Jig Saw technique. The marking system for each complete question was assigned for pre and post intervention. The data was entered in ‘Microsoft Office Excel Sheet’ and analysed by using ‘Paired t test’.
Jig Saw Technique helped in enhancing the knowledge of participants and difference was found to be statistically significant. (t = 9.36, p
Keyword :
Diabetes Mellitus, Jig Saw Technique, Knowledge, Medical Students