Effect of Jigsaw Technique on Learning Outcomes in Geography In Relation to Academic Anxiety and Self-efficacy Among IX Graders

Present study was undertaken to investigate The Effect of jigsaw technique on learning outcomes in Geography in relation to academic anxiety and self-efficacy among IX graders. The sample of the study was 400 hundred (200 experimental + 200 controlled) IX class students from Government Senior Secondary Schools of Shahid Bhagat Singh Nagar, District of Punjab, India. The tool of learning outcomes in Geography developed by the investigator, Tool of Academic Anxiety by Singh and Gupta (2012), Tool of Self-Efficacy by Mathur and Bhatnagar (2012) were used for data collection. Experimental group was taught by Jigsaw technique and controlled group was taught by Traditional method. Result of the study revealed that the learning outcomes of group thought through Jigsaw technique was significantly better than the group taught by the traditional method. The interaction between teaching strategies and academic anxiety on learning outcomes in geography was not significant. The interaction between teaching strategies and self-efficacy was not significant. The interaction between teaching strategies, Academic anxiety and self-efficacy on learning outcomes in Geography is not significant.