The Development of Learning Achievement in History, Subject on Counting and Comparing Eras Using Cooperative Learning Management with the Jigsaw Technique for Grade 7 Students at Klongkiwying Wittaya School.

Abstract

This research aims to achieve the following objectives 1) to develop the efficiency of cooperative learning management using the Jigsaw Technique in the History, subject: specifically of Counting and Comparing Eras for Grade 7 students at Khlongkiewying Wittaya School, and 2) to compare the learning achievement of the students before and after instruction using cooperative learning management with the Jigsaw Technique in Counting and Comparing Eras. The sample group for this research consisted of 40 Grade 7 students at Khlongkiewying Wittaya School, enrolled in the first semester of the academic year 2025, selected using purposive sampling. The statistics used in the research were percentage, mean (𝑥̄), standard deviation (S.D.), and t-test for dependent samples.

Research findings indicated that

The efficiency of cooperative learning management using the Jigsaw Technique was found as follows Set 1 (out of a full score of 10) Mean was 9.67, with a standard deviation (S.D.) of 0.62. Set 2 Mean was 9.77, with a standard deviation (S.D.) of 0.77. Set 3 Mean was 9.25, with a standard deviation (S.D.) of 0.93. This indicates that the cooperative learning management using the Jigsaw Technique helped students understand the content in Counting and Comparing Eras, leading to improved learning achievement. The Jigsaw Technique also promoted self-responsibility and responsibility towards group members, and fostered communication skills, exchange of ideas, and teamwork skills. Consequently, the efficiency of cooperative learning management using the Jigsaw Technique was E₁ = 88.00 and E₂ = 80.15, which met the established hypothesis of 80/80.

The comparison of learning achievement before and after instruction using cooperative learning management with the Jigsaw Technique showed: Pre-test: Mean (𝑥̄) was 7.00, with a standard deviation (S.D.) of 3.56. Post-test: Mean (𝑥̄) was 16.03, with a standard deviation (S.D.) of 1.17. Comparing the mean difference between the pre-test and post-test scores, with the critical t-value at the level of 1.68, it was found that the students' post-test scores were significantly higher than their pre-test scores at the .05 level of statistical significance.