Investigating secondary school mathematics teachers' proficiency with the use of Jigsaw collaborative method in Tanzania

Abstract

The study was conducted in the Mtwara region of Tanzania to investigate Mathematics teachers' proficiency in using the jigsaw teaching strategy. An exploratory research approach was employed, focusing on six underperforming schools where 10 specialised mathematics teachers were interviewed. Data analysis was conducted using thematic analysis. The findings indicate that many teachers had a limited understanding of the jigsaw method, hindering their effective implementation. Initiatives such as pre-service training, in-service support, and personal efforts were identified as key factors in improving teachers’ proficiency with the jigsaw strategy. The study recommends ongoing in-service training and mentorship to enhance teachers' skills in utilising collaborative teaching strategies like the jigsaw method.