The Effect of Using Blended Jigsaw-4 Problem-Solving Instruction on Preservice Physics Teachers’ Problem Solving Skill

Oct 15, 2026

Uploaded by Mabel

The study investigates the effect of blended Jigsaw-4 problem-solving instruction on preservice physics teachers’ (PSPT) problem-solving skills in Ethiopia’s teacher education colleges. A quasi-experimental pretest–posttest design is implemented with 136 first-year PSPTs across four colleges, using a problem-solving skill test with KR-20 reliability of 0.72. Treatment groups integrate the TECMRER model within Jigsaw-4 and problem-solving strategy approaches, compared against a customary method. Results show treatment groups outperforming the comparison group, with blended Jigsaw-4 as the most effective for improving PSPT problem-solving skills.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages18

Reading Time45 min

AccessFree to download

Introduction

Background and importance of science and physics education

Problem context in teacher education and physics performance

Mechanics as a prerequisite for broader physics learning

The Effect of Using Blended Jigsaw-4 Problem-Solving Instruction on Preservice Physics Teachers’ Problem Solving Skill Zerihun Anibo Cashata Addis Ababa University, College [zerihunanibo@gmail.com](zerihunanibo@gmail.com) Desta Gebeyehu Seyoum Addis Ababa University, College [dgebeyeh68@gmail.com](dgebeyeh68@gmail.com) of of Education Education and and Behavioural Behavioural Study, Ethiopia, Study, Ethiopia, Fikadu Eshetu Gashaw Addis Ababa University, College of Education and Behavioural Study, Ethiopia, [fik4jju@gmail.com](fik4jju@gmail.com) The main purpose of the study was to investigate the effect of Jigsaw-4 problem-solving instruction on preservice physics teachers' (PSPT) problem-solving skills in the college of teacher education in the Southern nation nationality region of Ethiopia. The study involves 136 first-year PSPTs who are attending their preservice teacher education program in four colleges of teacher education. A quasi-experimental research method with a pretest-posttest design was used in the study. The instrument that was used to collect data for this research was a problem-solving skill test. The reliability of the test was checked using KR-20 and found to be 0.72. In treatment groups, one, two, and three, the TECMRER (Thinking, Exploring, Choosing, Manipulating, Discussing, Reflecting, Evaluating, and Re-teaching) model was used in Jigsaw-4 problemsolving strategies (J-4PSS), Jigsaw-4 (J-4), and Problem-Solving Strategies (PSS), respectively were employed, while the customary method was employed for the comparison group. The data were analyzed using descriptive and inferential statistics. The results revealed that despite treatment groups outperforming the comparison group, Blended Jigsaw-4 problem-solving instruction was the most effective approach for improving preservice physics teachers' problemsolving skills due to increments of interactive engagement among the individual within the group. Keywords: blended jigsaw-4 problem solving instruction, jigsaw-4, mechanics, physics, problem solving strategies INTRODUCTION Education is the most important factor in a country's prosperity; welfare, and security (James & Singer, 2016). Notably, science education in general, and physics education in particular, are important drivers of economic growth and serve as the foundation for technological advancement (Shairose, 2015) . Physics is a field of natural science that uses natural laws and principles to help people understand both nature and the phenomena they encounter (Papachristou & Academy, 2020) . Understanding physics in this regard enables us to develop a wide range of inventions that either directly or indirectly improves our way of life. It enables using technology to do everyday jobs, deriving conceptual understanding from natural phenomena, and developing mental models to convey information (Poljak & Jakić, 2017) . Thus, it is vital to promote science literacy in general and physics in particular, as well as to nurture the next generation of scientists (Shairose 2015) . To that end, maintaining quality science education, particularly physics education is critical (Puchongprawet 2022) . Citation: Cashata, Z. A., Seyoum, D. G., & Gashaw, F. E. (2023) . The effect of using blended jigsaw-4 problemsolving instruction on preservice physics teachers’ problem solving skill. Anatolian Journal of Education, 8(2), 35-52. [https://doi.org/10.29333/aje.2023.823a](https://doi.org/10.29333/aje.2023.823a) However, students' poor performance at both the global and national levels hampered efforts to promote quality physics education (Education, 2020) . According to Gbollie and Keamu (2017), despite students' poor performance being noticed at all levels of education, the problem is more pronounced in teacher education colleges. Fariyani et al (2020) also claim that pre-service teachers'performance is declining at an alarming rate. Such unsatisfactory performance of student

FAQs

What is the study’s main objective?

To investigate the effect of Jigsaw-4 problem-solving instruction on preservice physics teachers’ problem-solving skills.

How was the research conducted?

A quasi-experimental approach with a pretest–posttest design was used with 136 first-year preservice physics teachers from four colleges.

Which instructional approach proved most effective?

Blended Jigsaw-4 problem-solving instruction showed the greatest effectiveness for improving preservice physics teachers’ problem-solving skills.

Oct 15, 2026

Uploaded by Mabel