The Utilization of Jigsaw Strategy in Teaching Health among Grade 3 Students
Why this work is in the frame
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Bibliographic record
Abstract
In this quantitative quasi-experimental research, the researchers attempted to discover the effectiveness of the Jigsaw strategy, a kind of cooperative learning, to the 25 Grade 3 students, with 16 male and 9 female, at College of San Benildo – Rizal in enhancing their learning process especially in familiarizing and understanding concepts of a particular topic (Factors that Influence Consumer’s Choice of Goods and Services) in Health, one of the components of their MAPEH subject, for the fifth week of the fourth quarter this school year 2022-2023. The researchers administered a validated 15-item pretest prior to the implementation of the Jigsaw strategy to measure their background knowledge about the said topic. During the face-to-face implementation of the Jigsaw strategy, the researchers grouped the students into two sets of groups (expert group and home group). There were five home groups and five expert groups, with five members each. Each member of the expert group was assigned with a sub-topic to study with their group mates and share what they have learned to their group mates in the home group. After two days of face-to-face Jigsaw strategy implementation, the researcher administered a validated 15-item posttest to measure the knowledge and understanding of the Grade 3 students about the topic with the use of the Jigsaw strategy. Results revealed that both male and female students’ mean scores in the posttest increased. Based on the paired t-test results, there was a significant difference between the pretest and posttest scores of the Grade 3 students with the P value of < .00001. In conclusion, based on the findings presented, the Jigsaw strategy is effective in improving the Health test scores of the Grade 3 students of this study.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.007 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it