Developing Children's Literature Reading Skills through Using Jigsaw-Based Cooperative Learning for Pre-Service English Teachers at Lampang Rajabhat University

Abstract

This research aims to 1) compare the pre-learning and post-learning achievement in the development of children's literature reading skills for English teaching among third-year students using the Jigsaw learning management approach, and (2) investigate the students’ satisfaction toward Jigsaw learning activities in developing children's literature reading skills and in promoting awareness and understanding of native-speakers’ culture. The sample group was selected purposively and consisted of 54 third-year English major students at Lampang Rajabhat University. Research instruments conducted 6 lesson plans implemented over 6 weeks, with 1 class and 2 hours a week, totaling 6 classes and 12 hours included pre- and post-achievement tests and a satisfaction questionnaire. Data were analyzed using descriptive statistics including mean, percentage, standard deviation and t-test for dependent samples.

              Research findings:

1. 1. The learning achievement from the Jigsaw learning management activities for developing children's literature reading skills increased after participation, consistent with the research hypothesis. The mean score increased by 9.04 points, from the pre-activity score
   (M = 18.27, SD = 3.36) to the post-activity score (M = 27.31, SD = 3.35). The improvement in English learning achievement was statistically significant at the level of t = 15.96, p < .05.
2. 2. Students’ overall satisfaction with the Jigsaw learning management activities for developing children's literature reading skills was at the highest level, consistent with the research hypothesis. The overall mean score was (M = 4.62, SD = 0.45). Considering each aspect, it was found that students had high levels of knowledge and understanding (M = 4.27, SD = 0.51) and application of learning (M = 4.70, SD = 0.45).