Effectiveness and Application of the Jigsaw Instructional Strategy in Mathematics Education for Enhancing Students’ Academic Achievement: A Literature Review

Abstract

Mathematics plays a central role in education by developing logical reasoning, problem-solving, quantitative literacy, and scientific thinking. However, persistent difficulties in mathematics achievement remain a concern, particularly where instruction is predominantly teacher-centred and procedural. Cooperative learning strategies have therefore gained attention for promoting active participation, peer interaction, conceptual understanding, and improved academic performance. This literature review examines the theoretical foundations, classroom application, effectiveness, implementation requirements, challenges, and prospects of the Jigsaw instructional strategy in mathematics education, with particular attention to Nigerian secondary schools. A structured narrative review was conducted using literature retrieved from Google Scholar, Scopus, Web of Science, ERIC, ScienceDirect, and SpringerLink, supplemented by reference-list screening and citation tracking. The review primarily covered studies published between 2020 and 2026, while relevant seminal works were retained. Studies were included where they examined Jigsaw or clearly defined Jigsaw-based cooperative learning in mathematics education or related learning outcomes. Following screening, duplicate removal, full-text assessment, and application of the inclusion criteria, 15 studies were included. The reviewed evidence generally indicates that well-structured Jigsaw instruction can improve students’ mathematics achievement, engagement, communication, and conceptual understanding. However, its effectiveness varies according to content structure, implementation fidelity, group composition, teacher preparation, students’ prior knowledge, assessment procedures, and available instructional time. The review therefore concludes that Jigsaw should not replace direct instruction universally but should be strategically combined with teacher explanation, guided practice, formative assessment, and individual evaluation. When appropriately designed and implemented, the strategy offers considerable potential for improving mathematics teaching and learning in Nigeria, particularly for topics that can be divided into meaningful and interdependent learning components.