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

Area of Science:

• Cognitive Psychology
• Educational Psychology

Background:

• The Jigsaw classroom is a cooperative learning technique emphasizing resource interdependence.
• Contradictory findings and limited understanding of its cognitive mechanisms exist.

Purpose of the Study:

• To investigate if working memory capacity mediates or moderates the Jigsaw classroom's impact on individual performance.
• To explore the cognitive underpinnings of the Jigsaw method's effectiveness.

Main Methods:

• Undergraduate students (N=342) participated in either a Jigsaw or a control cooperative condition.
• Working memory capacity was assessed using a complex span task before and during group activities.
• Individual performance was measured by a quiz on logical fallacies.

Main Results:

• Working memory capacity moderated the Jigsaw classroom effect, but did not mediate it.
• The Jigsaw method significantly enhanced performance for students with low working memory capacity.

Conclusions:

• Working memory capacity plays a crucial role in the Jigsaw classroom's effectiveness.
• The findings suggest strategies to support students with lower working memory capacity in cooperative learning environments.