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Academic performance, prejudice, and the jigsaw classroom: new pieces to the puzzle
Journal article   Peer reviewed

Academic performance, prejudice, and the jigsaw classroom: new pieces to the puzzle

I. Walker and M. Crogan
Journal of Community & Applied Social Psychology, Vol.8(6), pp.381-393
1998
DOI: https://doi.org/10.1002/(SICI)1099-1298(199811/12)8:6<381::AID-CASP457>3.0.CO;2-6
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Abstract

This field study investigated the effects of a cooperative learning environment and a Jigsaw classroom environment on academic performance, self-esteem, liking of school, liking of peers, and racial prejudice. The subjects were 103 children in Grades 4–6, in two separate schools. The cooperative learning condition was used as a baseline measure of the effects of cooperation, against which the effects of a Jigsaw method, involving both cooperation and interdependence, were compared. The results reveal that Jigsaw produced significant improvements on measures of academic performance, liking of peers, and racial prejudice. In contrast, the effect of the cooperative condition was to exacerbate pre-existing intergroup tensions. The present findings demonstrate that the Jigsaw method can be applied successfully in Australian conditions, and lend support to Allport's contact hypothesis.

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#10 Reduced Inequalities

Source: InCites

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76 Times Cited - Web of Science

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Citation topics
6 Social Sciences
6.73 Social Psychology
6.73.447 Racial Identity
Web Of Science research areas
Psychology, Social
ESI research areas
Psychiatry/Psychology
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