Tailoring collaborative learning with jigsaw and VARK: a case study in teaching physics with environmental protection

Abstract

Collaboration is a crucial 21st century skill, requiring learning environments that foster teamwork while leveraging students’ individual strengths. This study aimed to enhance collaboration using the jigsaw strategy, which was adapted to students’ learning styles based on the model: visual, aural, read/write, and kinesthetic (VARK). The study involved 27 tenth-grade students in Ho Chi Minh City and focused on the topic “physics with environmental protection.” Students were initially grouped by learning styles into expert groups and later reorganized into mixed jigsaw groups to collaboratively address tasks related to environmental issues. A quasi-experimental design was employed, utilizing pre- and post-test self-assessment surveys, video observations, and group discussions to assess collaborative performance. Quantitative data were analyzed using the Wilcoxon signed rank test, while qualitative data provided deeper insights. Results demonstrated a significant improvement in team support (p=0.030), suggesting that aligning learning tasks with students’ styles foster group cohesion. However, participation and contribution showed minimal improvement, with students preferring reading/writing styles facing challenges in adapting to group activities. While the integration of jigsaw and VARK proved effective in enhancing collaboration, the study underscores the need to develop strategies to accommodate diverse learning preferences. Future research should involve larger sample sizes and consider teachers’ perspectives to optimize the practical implementation of learning styles in collaborative learning environments.