A Comparative Study on the Effectiveness of Think-Pair-Share and Jigsaw Techniques in Enhancing Collaborative Learning among Pre-Service Teachers in North Gujarat (India)

Abstract

This study evaluates the comparative effectiveness of two collaborative learning techniques—Think-Pair-Share (TPS) and Jigsaw—in enhancing engagement, critical thinking, and collaborative skills among pre-service teachers in North Gujarat. A quasi-experimental research design was used, involving 353 pre-service teachers across four teacher training colleges. Participants were divided into two groups exposed to either TPS or Jigsaw over six weeks. Data collection tools included pre- and post-intervention surveys, performance assessments, reflective journals, and focus group discussions. Quantitative analysis revealed statistically significant improvements in both groups (p < .05), with the TPS group showing a 25% gain in collaborative skills and the Jigsaw group achieving a 30% gain. Qualitative data revealed that TPS enhanced peer interaction and clarity of thought, while Jigsaw fostered interdependence and deeper conceptual understanding. This study contributes to teacher education by providing evidence on the effectiveness of collaborative pedagogies and highlights the need for integrating context-appropriate active learning methods into pre-service teacher training programs.