A “Jigsaw Classroom” Technique for Undergraduate Statistics Courses

By D. V. Perkins, Renee N. Saris. 2001

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How Students Learn Statistics Revisited: A Current Review of Research on Teaching and Learning Statistics (2007, background): “Good learning activities are carefully designed and the teacher has an important role to listen, probe, sum up and assess the main points (e.g. Courtney et al., 1994; Potthast, 1999; Perkins & Saris, 2001; Chick & Watson, 2002).”
Collaboration in Learning and Teaching Statistics (2008, background): “And, for research focusing on cooperative learning in statistics education, see Chick and Watson (2002), Courtney, Courtney, and Nicholson (1994), Giraud (1997), Keeler and Steinhorst (1995), Magel (1998), Perkins and Saris (2001) , and Potthast, (1999).”
EFFECTIVE TEACHING METHODS FOR LARGE CLASSES (2006, background): “Students’ preferences for teaching methods In terms of students’ preferences for teaching methods, a study by Qualters (2001) suggests that students do not favor active learning methods because of the in-class time taken by the activities, fear of not covering all of the material in the course, and ”