USING JIGSAW TO ENHANCE COMPREHENSION OF MARKETING CONCEPTS AMONG BUSINESS EDUCATION STUDENTS
Keywords:
Jigsaw strategy, Marketing, Business education, Problem-solving skillsAbstract
This empirical study explores the challenges encountered by second-year students in learning marketing within the context of business education, and examines how the jigsaw approach may enhance their learning experience. The research is underpinned by Lev Vygotsky’s theory of social constructivism (1968), which posits that student development is socially situated and that knowledge is co-constructed through interaction. Adopting a qualitative methodology within a constructivist paradigm, the study involved twelve student participants. Data were collected through semi-structured interviews and analysed using a thematic approach. Participants responded to two key questions: What challenges do business education students face in learning marketing? And how can the jigsaw strategy support improvements in marketing education? The findings reveal that teaching and learning marketing remains a significant challenge. Based on these findings, the study advocates for the integration of the jigsaw technique to mitigate student underperformance. Employing the jigsaw method as a cooperative learning strategy has the potential to enhance both instructional effectiveness and students’ academic achievement in marketing.
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