Uncovering the relationship between working memory and performance in the Jigsaw classroom.

ABSTRACT: The Jigsaw classroom is a popular cooperative learning method based on resource interdependence, which requires students to work in small groups on complementary pieces of information, to achieve learning. However, Jigsaw classroom is characterized by contradictory findings and a lack of knowledge on its underlying cognitive mechanisms. The present study examined whether working memory capacity, a key executive function for academic achievement and learning, mediated or moderated the effects of Jigsaw classroom on individual performance. Undergraduate students (n ==  342) attending French University took part in this study (Mage ==  19.40, SD ==  1.21, 60% female). Students worked in small groups on a critical thinking reasoning task, either in the Jigsaw condition or in a cooperative (con

SUBMITTER: Vives E 

PROVIDER: S-EPMC11918379 | biostudies-literature | 2025

REPOSITORIES: biostudies-literature