Comparing the Effect of Jigsaw and Problem-Based Teaching Methods on Learning and Satisfaction of Operating Room...

The study tested two active teaching methods Jigsaw and problem-based learning which were used to evaluate their impact on learning outcomes and student satisfaction of operating room students who attended the Gynecological Operating Room Technology course.

The study was a two-group quasi-experimental design conducted during the second semester of 2023-2024. A total of 32 sixth-semester operating room students participated through census sampling. Students were assigned to two groups of 16: the intervention group received instruction using the Jigsaw method, and the control group used the problem-based learning method. Both groups attended 8 identical educational sessions. Data were collected using a 20-item multiple-choice knowledge test and a researcher-developed 16-item satisfaction questionnaire with established validity and reliability. Statistical analyses were performed using SPSS version 24, including independent t-tests, paired t-tests, and analysis of covariance (ANCOVA).

Both teaching methods significantly improved learning and satisfaction (p < 0.001). The Jigsaw group achieved higher post-test knowledge scores (Mean ± SD = 16.59 ± 2.36) compared with the problem-based group (15.14 ± 2.23; p < 0.01, ANCOVA), indicating a stronger effect of the Jigsaw method. Satisfaction scores increased from 18.31 ± 3.42 to 35.14 ± 4.12 in the Jigsaw group and from 20.62 ± 3.75 to 30.07 ± 4.85 in the problem-based group. No significant differences were observed between groups regarding demographic characteristics (p > 0.05).

Both Jigsaw and problem-based methods are effective for improving learning and satisfaction in operating room students. The Jigsaw method demonstrates superior performance in team-based practical courses and is recommended for teaching collaborative skills, whereas the problem-based method is suitable for courses requiring individual research and problem-solving.