Education, DistanceNCT05864781
The Effect of Jigsaw Technique Used in Critical Article Review on Critical Thinking Disposition and Communication Skills
A study testing Jigsaw Technique in people with Education, Distance and Students, Nursing, run by Duzce University at 1 site in Turkey (Türkiye).
Trial summary
For nursing education to be sufficient to provide students with the contemporary roles required by the profession, education programs should be provided that will enable students to participate in the learning-teaching process actively. One of these programs is cooperative learning methods. Read more about this study
- Who is it for?
- Ages 18 to 40 yearsHealthy volunteers can take part
- Conditions the study is for
- Education, Distance, Students, Nursing
- What is being tested?
- Jigsaw Technique
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 112 participants
- Where
- 1 siteTurkey (Türkiye)
- Study dates
- 12 May 2023to 12 Aug 2025
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 18 to 40 years
- All sexes
- Healthy volunteers accepted
- Adult
Who may be able to join
- Students must volunteer to participate in the study.
Who cannot join
- Students who decline to participate in the study
- Students who will not be able to participate in the application continuously
Trial locations and contacts
1 site in 1 country.
About this study
Official title: The Effect of Jigsaw Technique Used in Critical Article Review Given by Distance Education on Critical Thinking Disposition and Communication Skills of Nursing Students - Quasi-Experimental Study
For nursing education to be sufficient to provide students with the contemporary roles required by the profession, education programs should be provided that will enable students to participate in the learning-teaching process actively. One of these programs is cooperative learning methods. The jigsaw learning technique, one of the collaborative learning methods, creates a contemporary learning model by providing a positive learning environment, individualization of students and the development of a sense of responsibility. Since distance education has become widespread worldwide, it is necessary to use these methods to increase interaction and group work in distance education.
Aim: This study aims to determine the effect of the Jigsaw technique used in critical article reviews given by distance education on the critical thinking disposition and communication skills of nursing students.
Read the detailed description
For nursing education to be sufficient to provide students with the contemporary roles required by the profession, education programs should be provided that will enable students to participate in the learning-teaching process actively. One of these programs is cooperative learning methods. The jigsaw learning technique, one of the collaborative learning methods, creates a contemporary learning model by providing a positive learning environment, individualization of students and the development of a sense of responsibility. Since distance education has become widespread worldwide, it is necessary to use these methods to increase interaction and group work in distance education.
Aim: This study aims to determine the effect of the Jigsaw technique used in critical article reviews given by distance education on the critical thinking disposition and communication skills of nursing students.
Method: This is a quasi-experimental study. The study will be carried out in the Spring Semester of the 2022-2023 Academic Year, with the students who attend the Research in Nursing Course with distance education at the Nursing Department of the Faculty of Health Sciences of Duzce University. The study is planned to comprise 112 students, 56 students in each group, taking into account possible losses. The sample was calculated using the G*Power 3.1.9.7 programme.
Data accumulation methods: In the study, descriptive features form, critical thinking disposition scale and communication skills scale will be used as data collection tools.
Pre-tests will be administered to the students in the control group after the theoretical part of the course is over. Individual homework will be given to the students and they will be provided to analyze articles under the supervision of the researcher. Post-tests will be applied.
Students in the experimental group will be administered a pre-test. Students will be heterogeneously divided into eight groups according to their academic grade point average. The groups will consist of 7 people. Each student will be responsible for one of the 7 article sections. These sections are: 1) Title - Abstract 2) Introduction 3) Method 4) Results 5) Discussion 6) Conclusion and Recommendations 7) Limitations - Resources. Within the group, it will be determined which member will be responsible for which article section.
Students who have chosen the same article section in their main groups will come together to form expert groups. These expert groups are called "Peer critical article review" groups. After the expert groups are determined, they will come together and learn the article section they will be experts on. To ensure positive group cohesion during the group process in expert group work, members will be assigned one of the responsibilities of group leader, reporter, and monitoring the participation of members. The researcher will answer the questions asked by the students during the expert group work and provide support to the groups (3 hours).
Students who are experts in their chosen article section return to their main groups to share their knowledge. Each group reviews one descriptive research and presents their review (3 hours). The instructor advises and selects the first group. The first group wins a research award with the support of the lecturers.
Experiences in the process are shared and Post-tests are applied.
- Conditions
- Education, Distance, Students, Nursing
- Being tested
- Jigsaw Technique
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Jigsaw TechniqueBehavioural
Jigsaw technique is one of the cooperative learning methods. A topic planned to be learned in the lesson is divided into sections and these sections are distributed to the students in the main group. Students who are responsible for the same sections in the groups combine to form expert groups and specialize by working on the subject. They then return to their main group to share their knowledge and make a presentation on the topic.
| Study group | Role | What they receive |
|---|---|---|
| Control group | No intervention | With the students in the control group, a standard individual article review will be conducted under the supervision of the instructor. |
| Experimental group | Experimental | The students in the experimental group will be divided into 8 main groups of 7 students according to their academic grade point average. In these groups, each member will be responsible for one of the 7 sections of the article. Those who take the same section in the groups will unite to form expert groups and specialize by working on this section. Students will then return to their main groups and analyze an experimental article. From the groups presenting their reviews, a winner will be selected and a prize will be awarded. Receives: Behavioral: Jigsaw Technique |
What is being measured
The primary outcome is the main question the study is designed to answer.
Critical Thinking Disposition
Critical Thinking Disposition Scale: The scale was developed by Semerci in 2000. The scale consists of 49 items with 5 dimensions. Sub-themes of the scale are metacognition, flexibility, systematicity, tenacity-patience and open-mindedness. 14 of the items are in metacognition, 11 of these are in flexibility, 11 of these are in tenacity-patience, and 8 of these are in open-mindedness. Scale defines how students perceive interpretation, analysis, inference, and evaluation from a reasoned point of view. The evaluation of the scale is performed over each sub-scale and the total score of the scale. Cronbach Alpha coefficient of the Critical Thinking Disposition is 0.96.
Measured: 28 to 30 days
Communication Skills
The Communication Skills Scale helps to determine the communication skills of the students. Scale items centred on the factors of "competence", "discouragement", "body language" and "dignification" factors and there were 36 items in total. The lowest score that can be obtained from the entire scale is 36 and the highest score is 180. In the sub-dimensions of the scale, the lowest score that can be obtained from the competence dimension is 12, the highest score is 60; The lowest score that can be obtained from the disability dimension is 13, and the highest score is 65; The lowest score that can be obtained from the body language dimension is 5, the highest score is 25; The lowest score that can be obtained from the valuing dimension is 6 and the highest score is 30 points. It can be concluded that as the scores obtained from the scale increase, the level of communication skills also increases. Cronbach's alpha coefficient of the scale is 0.89.
Measured: 28 to 30 days
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted18 May 2023
- Study start12 May 2023
- Primary completion12 Jun 2025
- Study completion12 Aug 2025
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Education, DistanceStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Basic science
- Allocation
- Non-randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Enrolment
- 112 participants (actual)
Sponsor and investigators
- Lead sponsor
- Duzce University
- Sponsor type
- University, hospital or other
- Responsible party
- Sponsor
- Investigators
- Merve Cakar, PhD, Principal investigator, Duzce University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT05864781
- Sponsor's protocol ID
- DuzceU-merve-0001
- Status last verified
- May 2026
- First submitted
- 9 May 2023
- Last updated
- 18 May 2026
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
Study at a glance
From the registry record, last updated by the sponsor on 18 May 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- The Effect of Jigsaw Technique Used in Critical Article Review Given by Distance Education on Critical Thinking Disposition and Communication Skills of Nursing Students - Quasi-Experimental Study
- ClinicalTrials.gov ID
- NCT05864781
- Acronym / sponsor ID
- DuzceU-merve-0001
- Conditions
- Education, Distance, Students, Nursing
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 112 participants (actual)
- Lead sponsor
- Duzce UniversityUniversity, hospital or other
- Study start
- 12 May 2023 (actual)
- Primary completion
- 12 Jun 2025 (actual)
- Study completion
- 12 Aug 2025 (actual)
- First posted
- 18 May 2023 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
For nursing education to be sufficient to provide students with the contemporary roles required by the profession, education programs should be provided that will enable students to participate in the learning-teaching process actively. One of these programs is cooperative learning methods. The jigsaw learning technique, one of the collaborative learning methods, creates a contemporary learning model by providing a positive learning environment, individualization of students and the development of a sense of responsibility. Since distance education has become widespread worldwide, it is necessary to use these methods to increase interaction and group work in distance education.
Aim: This study aims to determine the effect of the Jigsaw technique used in critical article reviews given by distance education on the critical thinking disposition and communication skills of nursing students.
Detailed description
For nursing education to be sufficient to provide students with the contemporary roles required by the profession, education programs should be provided that will enable students to participate in the learning-teaching process actively. One of these programs is cooperative learning methods. The jigsaw learning technique, one of the collaborative learning methods, creates a contemporary learning model by providing a positive learning environment, individualization of students and the development of a sense of responsibility. Since distance education has become widespread worldwide, it is necessary to use these methods to increase interaction and group work in distance education.
Aim: This study aims to determine the effect of the Jigsaw technique used in critical article reviews given by distance education on the critical thinking disposition and communication skills of nursing students.
Method: This is a quasi-experimental study. The study will be carried out in the Spring Semester of the 2022-2023 Academic Year, with the students who attend the Research in Nursing Course with distance education at the Nursing Department of the Faculty of Health Sciences of Duzce University. The study is planned to comprise 112 students, 56 students in each group, taking into account possible losses. The sample was calculated using the G*Power 3.1.9.7 programme.
Data accumulation methods: In the study, descriptive features form, critical thinking disposition scale and communication skills scale will be used as data collection tools.
Pre-tests will be administered to the students in the control group after the theoretical part of the course is over. Individual homework will be given to the students and they will be provided to analyze articles under the supervision of the researcher. Post-tests will be applied.
Students in the experimental group will be administered a pre-test. Students will be heterogeneously divided into eight groups according to their academic grade point average. The groups will consist of 7 people. Each student will be responsible for one of the 7 article sections. These sections are: 1) Title - Abstract 2) Introduction 3) Method 4) Results 5) Discussion 6) Conclusion and Recommendations 7) Limitations - Resources. Within the group, it will be determined which member will be responsible for which article section.
Students who have chosen the same article section in their main groups will come together to form expert groups. These expert groups are called "Peer critical article review" groups. After the expert groups are determined, they will come together and learn the article section they will be experts on. To ensure positive group cohesion during the group process in expert group work, members will be assigned one of the responsibilities of group leader, reporter, and monitoring the participation of members. The researcher will answer the questions asked by the students during the expert group work and provide support to the groups (3 hours).
Students who are experts in their chosen article section return to their main groups to share their knowledge. Each group reviews one descriptive research and presents their review (3 hours). The instructor advises and selects the first group. The first group wins a research award with the support of the lecturers.
Experiences in the process are shared and Post-tests are applied.
Study design
- Primary purpose
- Basic science
- Allocation
- Non-randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Number of arms
- 2
| Arm | Type | Receives |
|---|---|---|
| Control group | No intervention | –With the students in the control group, a standard individual article review will be conducted under the supervision of the instructor. |
| Experimental group | Experimental | Behavioral: Jigsaw TechniqueThe students in the experimental group will be divided into 8 main groups of 7 students according to their academic grade point average. In these groups, each member will be responsible for one of the 7 sections of the article. Those who take the same section in the groups will unite to form expert groups and specialize by working on this section. Students will then return to their main groups and analyze an experimental article. From the groups presenting their reviews, a winner will be selected and a prize will be awarded. |
Who may qualify
- Ages
- 18 to 40 years
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult
Key inclusion criteria (1 listed)
- Students must volunteer to participate in the study.
Key exclusion criteria (2 listed)
- Students who decline to participate in the study
- Students who will not be able to participate in the application continuously
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Jigsaw TechniqueJigsaw technique is one of the cooperative learning methods. A topic planned to be learned in the lesson is divided into sections and these sections are distributed to the students in the main group. Students who are responsible for the same sections in the groups combine to form expert groups and specialize by working on the subject. They then return to their main group to share their knowledge and make a presentation on the topic. | Behavioural | Experimental group |
Primary outcome
Critical Thinking Disposition
Time frame: 28 to 30 days
Critical Thinking Disposition Scale: The scale was developed by Semerci in 2000. The scale consists of 49 items with 5 dimensions. Sub-themes of the scale are metacognition, flexibility, systematicity, tenacity-patience and open-mindedness. 14 of the items are in metacognition, 11 of these are in flexibility, 11 of these are in tenacity-patience, and 8 of these are in open-mindedness. Scale defines how students perceive interpretation, analysis, inference, and evaluation from a reasoned point of view. The evaluation of the scale is performed over each sub-scale and the total score of the scale. Cronbach Alpha coefficient of the Critical Thinking Disposition is 0.96.
Communication Skills
Time frame: 28 to 30 days
The Communication Skills Scale helps to determine the communication skills of the students. Scale items centred on the factors of "competence", "discouragement", "body language" and "dignification" factors and there were 36 items in total. The lowest score that can be obtained from the entire scale is 36 and the highest score is 180. In the sub-dimensions of the scale, the lowest score that can be obtained from the competence dimension is 12, the highest score is 60; The lowest score that can be obtained from the disability dimension is 13, and the highest score is 65; The lowest score that can be obtained from the body language dimension is 5, the highest score is 25; The lowest score that can be obtained from the valuing dimension is 6 and the highest score is 30 points. It can be concluded that as the scores obtained from the scale increase, the level of communication skills also increases. Cronbach's alpha coefficient of the scale is 0.89.
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 18 May 2026.
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
Merve Cakar, PhD principal investigator
Duzce University
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Jigsaw Technique in people with Education, Distance and Students, Nursing, run by Duzce University at 1 site in Turkey (Türkiye).
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 1 inclusion and 2 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 18 May 2026. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in Turkey (Türkiye). Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Critical Thinking Disposition (time frame: 28 to 30 days). The study lists 2 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 18 May 2026.