An Empirical Study On Students’Involvement Under The Jigsaw In Senior High School

Constructivism believes that learning is an active building process in certainsituations, rather than mechanical cramming. Therefore, passive involvement cannoteffectively promote learning.In order to study how to change the passive classroom involvement into activeone, and Jigsaw method emphasizes the student’s positive interdependence as well asface-to-face active interaction, this study put forward an empirical research onwhether the jigsaw could promote involvement or not. This exploratory experimentlast eight weeks, it is carried out in two natural parallel classes. Class10Grade one isthe control class where traditional teaching method is employed, while Class11Gradeone is the experimental class where the jigsaw method is used. The specific steps ofJigsaw method are revised to make it more practical and feasible on the basis ofprevious studies.The research instruments employed in the study consist of a questionnaire,observation and interview, which are used for collecting the data from differentaspects. The questionnaire intends to find out the differences of student involvementbetween control class and experimental class. The observation aims at observingstudents’ actual performance in classroom activities so as to investigate whetherstudents’ perception of their classroom involvement are true or not. The interviewtries to find out the students’perception and comment on the Jigsaw method and whatother problems might exist during the learning process.Based on the analysis ofquantitative and the qualitative of the experimental data, it goes to the conclusion thatstudents in the experimental class show a more active involvement than students inthe control class in senior high school. Therefore, the Jigsaw method proves to befeasible to improve students’involvement in classroom activities.However, as a result of the immature implementation of Jigsaw method, it also turns out various problems, such as the phenomenon of delay which is caused byunreasonable classroom arrangement, be in disorder classroom and specific individualproblems and so on. In the end, some suggestions are given in this study for avoidingthe above problems. Besides，some limitations of the study and suggestions for furtherstudies are also pointed out.