Optimising Pedagogical Approaches: Integrating Jigsaw as a Strategy to Overcome Learning Challenges for First-Year Students in Business Education at a University of Technology

In this empirical study, the researcher discussed the challenges faced by first-year students in teaching and learning business education and how to enhance the challenge. This paper aimed to explore how integrating Jigsaw can optimise pedagogical approaches in business management education, potentially leading to better learning outcomes for first-year students. By highlighting this strategy, the research sought to offer practical insights into improving educational practices and student achievement in business education. The study was grounded in social constructivism theory, which asserts that student development is socially situated and that knowledge is constructed through interaction. This qualitative study was premised on an interpretivism paradigm where 12 students participated in the research. Semi-structured focus group interviews were administered to collect data from participants, and a thematic approach was used to analyse data. Participants responded to two questions: What challenges do first-year students face in learning business education, and how does Jigsaw as a teaching and learning strategy enhance the teaching and learning of business education? The study found that the teaching and learning of business education remains a serious challenge. In light of the findings, the study suggests that appropriate measures, such as Jigsaw interventions, should be considered to mitigate the possibility of poor academic performance in business education. The study adds to pedagogical scholarship by illustrating how cooperative learning can address academic challenges in diverse higher education contexts.

Keywords: Business Education, First-year students, Jigsaw strategy