The Development of Teachers in Cooperative Learning Management Using Jigsaw Techniques at Bannontoonsamugkeesuksa School under Khon Kaen Primary Educational Service Area Office 1

Abstract

This research aimed to: (1) develop teachers’ knowledge and understanding of cooperative learning using the Jigsaw technique; (2) enhance teachers’ skills in lesson plan writing and instructional management; (3) examine teachers’ satisfaction toward the development process; and (4) investigate students’ satisfaction toward the instructional management. The study employed an Action Research approach based on the concept of Kemmis and McTaggart, conducted in two cycles. Each cycle consisted of four stages: planning, action, observation, and reflection. The participants and informants consisted of 28 individuals, including 6 primary school teachers (Grades 1–6) selected through purposive sampling, and 22 additional informants comprising educational supervisors, school administrators, and students. The research instruments included achievement tests, interviews, evaluation forms, observation forms, and satisfaction questionnaires.
The findings revealed that:
1. Teachers’ knowledge and understanding of cooperative learning using the Jigsaw technique significantly improved, with greater accuracy and confidence observed in the second cycle.
2. Teachers were able to design lesson plans accurately, comprehensively, and in alignment with learning objectives, with overall performance at a high level, and were able to systematically implement the plans in actual classroom settings.
3. Teachers’ overall satisfaction with the development process was at a high level, particularly in terms of content and practical application.
4. Students reported a high level of satisfaction toward the instructional management, demonstrating increased enthusiasm and active participation in learning.