The Use of Jigsaw Cooperative Learning Strategy to Enhance English Reading Comprehension for Higher Vocational College Students in Sichuan Province, China
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This study aimed to enhance English reading comprehension among upper vocational college students using the Jigsaw Cooperative Learning technique and to evaluate their reading comprehension before and after the intervention. The research involved 60 first-year non-English major students from Sichuan Vocational College of Health and Rehabilitation, selected through stratified random sampling and evenly divided into experimental and control groups. Research instruments included pre-tests, post-tests based on the College English Test Band 4 (CET-4), and lesson plans designed for an eight-week intervention. Data were analyzed using independent-sample t-tests and paired-sample t-tests to assess performance differences between and within groups.
The results demonstrated that students in the experimental group achieved significant improvements in English reading comprehension, with post-test scores notably higher than their pre-test scores and those of the control group (p < 0.001). The findings confirm that the Jigsaw Cooperative Learning model is more effective than traditional teaching methods, particularly in improving vocabulary, extensive reading, and intensive reading skills. In conclusion, this study highlights the transformative potential of the Jigsaw strategy in vocational education, emphasizing its applicability as an effective teaching method to enhance reading comprehension and overall language learning outcomes.
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