Opiasa et al JCLM.pdf

Building Peace in Pieces: Usage of Jigsaw Cooperative Learning Model (JCLM)
in Integrating Peace Skill Education in Educ 2 Course
Jasmin A. Monteclaro1
, Cherry R. Ladaga2
and Rheomie D. Opiasa3
.
1,3
Faculty Member, Teacher Education Program, Father Saturnino Urios University. 2
Faculty Member, Natural Science and Mathematics
Division, Arts and Sciences Program, Father Saturnino Urios University.
ABSTRACT
This study looked into the essentials of using the Jigsaw Cooperative Learning Model (JCLM) as
an approach in integrating peace skills education among the students taking up Educ 2 course. The study
employed the quasi experimental design with a total number of 93 students. Two primary methods were
employed namely, (1) analysis of the curriculum content and instructional practices of Educ 2 and (2)
survey questionnaire comprising the indicators of peace skill education. Results showed that Educ 2 curric-
ulum contained opportunities for students to develop their cognitive, behavioral and spiritual aspects as
reflected in the learning outcomes and its alignment to the program and institutional goals. The instruc-
tional practices were favorable for the development of collaborative and cooperation skills as there are
group and pair activities reflected in the syllabus. Data in the survey questionnaire from the classes admin-
istered with and without JCLM were analyzed using percentage. The class using JCLM showed a higher
percentage of favorable response among the four indicators of peace skill education namely, Recognition of
Contribution and Success (RCS), Acting with Respect (AWR), Sharing Power to build community (SP) and
Making Peace (MP). It has a difference of 4.75% from that of the class not using JCLM. Scores in the
accomplished task revealed support to JCLM as it has a difference of 6% over the class not administered
with JCLM. It can be inferred then that acquiring peace skills, though requiring ample time to be incul-
cated into the minds of the students showed fluidity in the relationship between curriculum content and
instructional practices employed in the course taken by the students.
Key Words: curriculum content and instructional practices, jigsaw cooperative learning model, peace
skills indicators
_________________________________________________________________________________________
Rheomie D. Opiasa, obtains her Bachelor’s degree in BS-Biology and Master in Management major in Instructional Systems
Management from Liceo de Cagayan University and a Master’s degree on Molecular Biology and Biotechnology (MBB)
from University of the Philippines Los Baños as a DOST-ASTHRDP-NSC scholar. As a full-time Instructor in Father
Saturnino Urios University, she handled Biology subjects prior to her MBB degree. At present, she is the Supervising
Instructor of Bachelor of Secondary Education (BSE) of the Teacher Education Program.
Jasmin A. Monteclaro finishes her Bachelor’s degree in BEE-SpEd at University of San Carlos, Cebu City. She is currently
finishing her Master's degree on Master of Arts in Education major in Special Education. She teaches major subjects of SpEd.
She handles Student Teachers during their practicum in their field of specialization in Butuan City Sped Center. Currently,
she is the Special Education Supervising Instructor of the Teacher Education Program, Father Saturnino Urios University.
Cherry C. Ladaga obtains her Bachelor’s degree in BSEd major in Mathematics from Father Saturnino Urios University. She
also holds a Master’s degree on Teaching Mathematics and Applied Statistics where she earned from University of Science
and Technology of Southern Philippines (USTP), Cagayan De Oro City and Mindanao State University (MSU) – Iligan
Institute of Technology (IIT) respectively. She is also a recipient of CHED-FDP Scholarship. She serves as a Chairperson of
the Natural Science and Mathematics (NSM) from 2012-2017.

Monteclaro, Ladaga and Opiasa 2
1. INTRODUCTION
Throughout history, education is concern with dispensing knowledge and in the way knowledge
is being dispensed. It has been its ultimate goal to make students learned. Education has by far reached
this goal and perhaps even for a lifetime. One physical environment where learning can take place is the
classroom. It is where diverse group of learners come together to learn; it is where teachers put all their
knowledge into application and it is where both teachers and students are learning. In an educational
setting, learning is relative to students’ efforts and teachers’ preparation and support. The challenge lies
on the kind of learning being transmitted and the nature of the instruction being delivered. Just like any
other system, the classroom is not perfect without a challenge. In it, is imbibed a culture of competition
among students. In a regular classroom, one can see few students winning while many students losing
(Aronson 1978; Aronson and Patnoe 1997). Further, prevalence of bullying is still evident (ForumZFD
2011, De Benito et al., 2017) despite the proclamation of the anti-bullying act. Looking at our educational
system in general, schools have either a balance of orientation toward attaining general knowledge and
of obtaining life skills or an emphasis on gaining knowledge rather than of life skills or the other way
around. In an article by Barlongo (2015), he stated that, “despite massive number of graduates the coun-
try’s institutions of higher learning produce annually, not all possess the life skills needed to enter and
become productive members of the workforce. One specific life skill focused in this study is the peace
skill. Chubinidze (2004) mentioned that, “the lack of peace skills among the new generation is observable
and clear. He also added that, “most instructors do not stress attention on how instructional methods can
accomplish peace skills development or how they can use peace education in general.” Thus, this study
aimed to determine the connection of integrating peace skills education through an instructional method
which is the Jigsaw Cooperative Learning Model (JCLM). Specifically, it sought to answer the following
questions:

1. What aspects of learning do students get from Educ 2? (e.g. cognitive, behavioral and spiritual
aspects)
2. Does the usage of JCLM help in integrating peace skills education using the following indicators:
a. Recognition of Contribution and Success
b. Acting with Respect
c. Showing Power to Build Community
d. Making Peace among the community?
2. METHODOLOGY
Quasi-experimental design was employed in the study. The qualitative part includes the analysis
of the curriculum content of Educ 2 (Facilitating Learning) through the syllabus at the same time looking
into the instructional practices of the course. A survey questionnaire containing the indicators of peace
skills education was also floated to classes administered with and without JCLM. Parameters used in the
analysis of the syllabus and the peace skills education indicators were adapted from Chubinidze (2004).
A brief interview was also conducted for the class administered with JCLM. The quantitative part on the
one hand includes the analysis of the scores of the students both administered with and without JCLM in
their group task. Scores for the two classes were then compared through a mean percentage.
A total of 93 sophomore Education students participated in the study. These are the students who
enrolled Educ 2 course in the School Year 2016-2017 of Father Saturnino Urios University.
On Curriculum Content Analysis. An Educ 2 course syllabus was examined for its content based
on the three possible aspects of learning which are the (1) cognitive, (2) behavioral and (3) spiritual.
Instructional practices employed in the course were also noted.

On JCLM. Details of the methodology of JCLM were adapted from Aronson (1978). The
summary of the method is reflected in Fig 1. This served as the instructional method in the Theories of
Learning topic in Educ 2 course.
a. Creation of home group. Students were grouped with four members. Each member of the
group is given a particular topic to be studied. Each member will then be considered as an expert to the
assigned topic. On the topic theories on transfer of learning, the subtopics are: (a) Mental Discipline, (b)
Identical Elements, (c) Generalization and (d) Configuration. Each sub-topic was given to each member
of the group. Notes for them to read upon were given.
b. Experts of each group convene. Each student having similar sub-topics convenes together,
discusses and shares ideas among themselves. They are to write down notes on the graphic organizer
being provided to them.
c. Experts return to home groups. Each member will then go back to his/her respective group
to discuss all the topics given.
d. Home groups accomplish a task. Provided that each member has shared his/her topics to the
group, they will then accomplish the task being given to them.
The class administered with JCLM ended with an interview. They were asked on the question,
what is the advantage/edge of JCLM over lecture-discussion method when it comes to:
(a). learning;
(b). sharing of ideas; and
Fig 1. JCLM Methodology of Aronson (1978) in brief.

(c). understanding others?
On Peace skill education indicators and co-variables. Indicators and co-variables for peace skills
education are depicted in Tables 1 and 2 respectively.
Table 1. Peace Skills Education indicators and its corresponding characteristics.
Indicators Characteristics
The recognition of contribution and success (RCS) Appears that students do have good social skills
Acting with Respect (AWR) Appears when students are acting with respect for one's-self,
others, and the environment by demonstrating cooperative
behavior, respecting school property, showing respect to el-
ders and peers, etc.
Sharing power to build community (SP) Emphasizes shaping collective positive action.
"Every one, every child, every staff person, every
parent has something valuable to contribute to the collective.
Everyone's contributions are needed to produce the collec-
tive outcomes within cultural systems, thus promoting in-
clusion"
Making Peace (MP) Accentuates conflict resolution and peer mediation skills
among students.
(Chart is developed according to Mattaini (2001, p. 5) but is lifted from Chubinidze 2004)
Table 2. Peace Skills Education indicators and its corresponding co-variables
Indicators Co-variables
Recognition of Contribution and Success (RCS) PB – problem behavior
CD – constructive discipline
SS – [good/bad] social skills
A – absence
Acting with Respect (AWR) S – self-respect
O – respect toward the others
E – respect toward the environment
Sharing power to build community (SP) SC – students’ contribution to the collective
TC – teachers’ contribution to the collective
PC – parents’ contribution to the collective
Making Peace (MP) CRS- conflict resolution skills
MS – mediation skills
Adapted from Chubinidze 2004

3. RESULTS and DISCUSSION
Ninety-three (93) students participated in this study with a majority of females having a number
of 71 while 22 for the males as reflected in Fig 2B. Age ranges from 16 to 28 as shown in Fig 2A.
However, ages 16-18 dominated the total population.
Fig 2. Profile of Participants. (A) range of age of participants. (B). Proportion of Male and Female.
On aspects of learning reflected in Educ 2.
Figure 3 shows the learning opportunities for students in the three aspects namely; cognitive,
behavioral and spiritual. These aspects were aligned to the Program Graduate Outcomes (PGOs) and
Institutional Graduate Outcomes (IGOs). These aspects are thought to help realize the PGOs and IGOs
which in effect will support the Outcomes-based Education Framework. This can be vividly observed in
the learning outcomes and teaching-learning activities columns of the syllabus. It is interesting to note
that the PGOs covered the three aspects of learning. PGOs 2,3,6,11,12 and 13 fall into cognitive category.
For the behavioral, PGO 7 has been identified. For the spiritual, PGO 14 was found to be in consonance
with. The IGOs on the one hand, covered only cognitive and behavioral aspects. These are IGOs 10 and
11 for the cognitive and IGO 16 for the behavioral aspect. However, it cannot be denied that there are
classroom and institutional level activities that would support the spiritual aspect. These are the prayer
before and after classes; routinary prayer every 12 o’clock, 3 o’clock and 6 o’clock. There are also
sponsored masses per program where students and teachers can participate. Besides this, student’s retreat
A B

is also organized by the office of the religious affairs (ORA).
Fig 3. Parallelism of the three aspects of learning in Educ 2 to PGOs and IGOs.
This result shows the parallelism of the aspects learned by the students to the PGOs and IGOs.
The black texts indicate the cognitive aspect. One highlighted in blue falls under behavioral aspect. One
in red text is for the spiritual aspect. For the IGOs only the cognitive and the behavioral are covered
(Table 3).
Table 3. PGOs and IGOs and its description
PGO 2. Apply skills in curriculum development, lesson planning, material development, instructional
delivery and educational assessment.
PGO 3. Demonstrate basic and higher levels of thinking skills in planning, assessing and reporting.
PGO 6. Design meaningful learning experiences through the use of suitable methodologies and
assessment in various types of environment.
PGO 7. Promote desirable behavior to maintain conducive and safe learning environment.
PGO 11. Design lessons responsive to learner diversity in an inclusive setting
PGO 12. Use effective verbal, non-verbal, spoken and written communication techniques in their
teaching.
PGO 13. Engage in research activities to improve classroom practices.
PGO 14. Practice spirituality by setting as good examples to pupils and the humanity
IGO 10. Present ideas clearly and concisely in both written and spoken local and international languages.
IGO 11. Demonstrate persuasive and convincing skills in expressing complex ideas to diverse audience.
IGO 16. Act in accordance to socially accepted norms.

One good thing about teaching is that it provides opportunities for students to learn. This learning
usually involves other people in a social setting as asserted by the social cognitive theory of Bandura
(1960). Along with this learning, is the promotion of knowledge, skills and attitudes which UNESCO
(2008) believes is one way of educating peace. From day to day, students and teachers are engaged in a
different kind of encounter and this encounter according to Hergman et al. (1997), is one way where our
cognitions, including our standards for performance and for moral judgment are developed. Consequently,
when we do try to develop set of values, attitudes and modes of behavior that reject violence this would
lead us to the culture of peace (UNESCO 2008).
The instructional practices were also determined. The researchers found it out to be favorable for
the development of cooperation skills as there are group and pair activities revealed in the syllabus. The
course requirements also provided opportunities for students to work independently and with others.
Activities done are reflected in Table 4.
Table 4. Teaching-learning activities seen in Educ 2 course syllabus
Individual Pair Group
Use of graphic organizer/matrix Think-Pair-Share Carousel technique
Ladder map Role playing
Film viewing/analysis Brainstorming
Interview Gallery walk
Multiple intelligence test Informal debate
demonstrations
On Peace Skills Education integration
Recognition of Contribution and Success (RCS). Class administered with JCLM had a better
response on RCS (Fig 4). In JCLM, both performer and weaker students are given a chance to contribute
since each of them is given a particular task to do. Each student has equal footing on the knowledge of
the topic as they read, understand and share it to others. This can be supported by the study of Aronson
and Patnoe (1997) and Chu (2014) where they stressed that, “students will develop more empathy, in
particular towards weaker students as a result of cooperation learning”.
It can be observed that both classes have a unanimous response in RCS-CD (Recognition of

Contribution and Success – constructive discipline). This means that both classes believe that having a
positive approach to behaviors might contribute to the success of a particular task.
RCS-A received an extremely opposite response. This could be attributed to the characteristic of
social learning where in JCLM it is more of a collaborative type and student-centered whereas in the
class without JCLM, learners tend to be more independent. Thus making RCS not so accomplished. In
JCLM, students believe in the worth of their own contribution and in the worth of the contributions of
others. Each group member becomes “specialized” in subject matter and thereby possesses critical
information to contribute to classmates (Aronson 1978; Aronson and Patnoe 1997).
Fig 4. Response of the two classes on RCS.
Acting With Respect (AWR). This pertains to how a student shows respect to ones-self, others and to the
environment. Figure 5 shows the response of the two classes on AWR. Both classes had similar answers to the two
co-variables self and others. But AWR-O has a higher percentage than with AWR-S. Class without JCLM has
almost nearly the same response for AWR-E with that of the class with JCLM. It is good to note that both classes
understand the importance of respect. Farid (2005) in her essay mentioned that having respect would likely
encourage to bring about peace. Similarly, GPPAC South Asia (n.d.) stressed that respect especially for diversity
is one positive attitude for the establishment of the culture of peace. One philosophy of a peaceable classroom as
shared by ForumZFD (2011) is the involvement of love and respect, the 3C’s of caring, compassion and concern.

This kind of attitude is strongly supported by the JCLM because it involves the process where students treat each
other as resources (Aronson 1978; Aronson and Patnoe 1997).
Fig 5. Response of the two classes on AWR.
Sharing Power to build community (SP). This refers to how a student acknowledges the contribution of
co-students, teachers and parents. Responses of the students for both classes are reflected in Fig 6. Both classes
understand the importance of the students in building a community as it showed a 100% positive response for the
SP-SC. Response for the SP-TC for both classes where almost close to each other and thus also recognize the
contribution of teachers in promoting peace. SP-SC on the one hand, showed a marked difference having a
percentage of 97% for class with JCLM and 33% for class without JCLM. It can be observed that among the co-
variables, it is the SP-PC which got the least positive response. Perhaps this could be due to the fact that the
students are trying to be less monitored by their parents. Nevertheless, it is remarkable that class with JCLM
showed consistent higher positive response. Aronson (1978) developed the approach so as to promote a natural
kind of interdependence with the end in mind to help build a classroom as a community of learners where all
students are valued. In the study of Chu (2014) and Johnson and Johnson (1989), they also made mentioned that
the goal of cooperative learning is to develop positive interdependence, face-to-face interaction, individual
accountability, social skills and autonomous group processing.

Fig 6. Response of the two classes on SP.
Making Peace (MP). Making peace is defined simply as being at peace with one another. It can be seen
that both classes gave an above 80% yes for the two co-variables CRS or the conflict resolution skills and MS or
the mediation skills. It is good to note that students recognize both co-variables in keeping peace. Johansen (2012)
stressed that one way to keep the peace is to manage conflict. JCLM in some way is in support in making peace
because the strategy was developed with a passionate desire to reduce the competitive ethos in classrooms
(Aronson 1978).
Fig 7. Response of the two classes on MP.

Class with JCLM and without JCLM Compared
Response of the class with JCLM on Peace Skills Education indicators is compared to the class
not administered with JCLM (Fig 8). The class using JCLM showed a higher percentage of favorable
response among the four indicators of peace skill education namely, Recognition of Contribution and
Success (RCS), Acting with Respect (AWR), Sharing Power to build community (SP) and Making Peace
(MP). The researchers can deduce that AWR is the one most chosen indicator by the two classes which
would lead us to think that one of the great ways in promoting peace is to show respect to one another.
UNESCO (2008) stated respect as one important skill in peace building.
Fig 8. Comparison of the response of the two classes
on Peace Skills Education Indicators
Learning Performance
This is based on the scores of the students in the accomplished task. Result revealed support to JCLM as
it has a difference of 6% over the class not administered with JCLM. According to Aronson (1978), cooperation
and mutual trust become valuable and necessary to academic achievement.

Fig 9. Comparison of the scores in mean percentage of the
two classes.
Responses of the students under JCLM to the interview question.
Table 5 presents the summary of the responses of the students administered with JCLM. Students said that
having JCLM made their learning easier, since it would be easy for them to come up with an idea. The transfer of
learning is systematic and organized since it follows steps or processes. It also made them critical-thinkers as they
try to comprehend the topics. Lastly they said that they do get lots of learning since there are lots of brains working
together.
For the sharing of ideas, this allows them to widen their knowledge especially that they extend to other
members of the group. They gained additional knowledge.
In understanding others, JCLM had helped them develop open-mindedness and respect as they are to work
and listen with other members in the group.

Table 5. Response of students administered with JCLM.
Learning Sharing of Ideas Understanding Others
 Easier to come up
an idea
 Thoughts properly
organized
 Know the ideas of
everyone
 Fast, reliable and
systematic; the
transfer of learn-
ing produces a
systematic and or-
ganized through
steps or processes.
 Widened because it
extends towards
other groups
 Friendly manner
and develop open-
mindedness on how
others interpret their
ideas and share to
others
 Think critically;
gives opportunity
to every student to
comprehend top-
ics by their own.
 Opens for a wider
range of ideas which
could result to a
more understandable
concept
 Promotes open-
mindedness and re-
spect to one’s own
ideas/perspectives
or point of view
 Lots of learning
because there are
lots of brains
working with dif-
ferent ideas.
 Transfer of learning
happens; gained ad-
ditional knowledge
 Good activity be-
cause each individ-
ual shares their ex-
pertise.
These compelling results on the integration of peace skills education through JCLM reminded each one of
Dr. Maria Montessori’s quote, which says, “Averting war is the work of politicians, establishing peace is the work
of education”. A quote from one of the famous advocates of peace education and one who is nominated three times
for the Nobel Peace Prize.
As educators, we ought to be instruments in promoting peace. This could start very well from our very
own classrooms. Classroom is a great place for learning. It would be greater if knowledge and life skills are both
developed. For us to create a peaceable classroom ForumZFD (2011) defined it as one characterized by affirmation,
cooperation, communication, appreciation for diversity, appropriate expression of feelings and conflict resolution.
Having such would help us establish a culture of peace in the classroom and perhaps would lead to deeper
understanding of each one.

4. CONCLUSION
Based on the results gathered, the researchers came up with the following concept: (1) Instructional method
can help integrate peace skills education. (2) Acquiring peace skills, though requiring ample time to be inculcated
into the minds of the students showed fluidity in the relationship between curriculum content and instructional
practices employed in the course taken by the students. (3) Promoting a culture of cooperation is as good as
promoting a culture of peace.
5. ACKNOWLEDGMENT
The authors would like to thank Dr. A. M. Floreta for the Educ 2 (Facilitating Learning) syllabus; TEP
2nd year students SY 2016-2017; and FSUU Graduate School and Research for the photocopy of materials
necessary for data gathering.
6. REFERENCES
Aronson, E. (1978). The Jigsaw Classroom. Sageview publication.
Aronson, E. Patnoe, S. (1997). The jigsaw classroom: Building cooperation in the classroom 2nd ed. New York: Addison
Wesley Longman.
Chu, S. (2014). Application of the Jigsaw Cooperative Learning Model in Economic Course. International Journal of
Managerial Studies and Research (IJMSR) Vol 2, Issue 10, Nov 2014, pp 166-172.
Chubinidze, N. 2004. Peace education through social studies curriculum in U.S. and Georgian School settings. Master’s
Capstone Projects. Paper 121. http://scholarworks.umass.edu/cie_capstone/121. date retrieved: 30 Aug 2016
De Benito et al. 2017. [unpublished: Educ 4-related case study].
Farid, S. (2005). Beyond intractability. https://www.beyondintractability.org/essay/respect. date retrieved: 19 Nov 2017.
Forum ZFD. 2011. Presentation in FSUU.
GPPAC South Asia. (n.d.). http://www.peaceportal.org/web/gppac-south-asia/peace-education. Date retrieved: 19 Nov 2017.
Hergman, B.R. et al. (1997). An introduction to Theories of Learning. AMA Publishing Services, Inc. Upper Saddle River,
New Jersey. Pp 349-350.
Johansen, M. 2012. Keeping the peace: Conflict management strategies for nurse managers. February 2012 - Volume 43 –
Issue 2 - p 50–54. doi: 10.1097/01.NUMA.0000410920.90831.96
Johnson D.W. Johnson R.T. (1989). Cooperation and competition: theory and practice. Edina MN. International Book
Company.
Mattaini, M.A. (2001). Constructing cultures of non-violence: the peace power! Strategy, Education and Treatment of
Children. Nov, Vol 24 Issue 4, p 430.
UNESCO’s Work on Education for Peace and Non-Violence Building Peace through education. (2008). ED-2008/WS/38.

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