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INTERNATIONAL JOURNAL OF EDUCATION, MODERN MANAGEMENT, APPLIED SCIENCE & SOCIAL SCIENCE (IJEMMASSS) [ Vol. 8 | No. 3 (I) | July-September, 2026 ]

Effect of the Flipped Instructional Strategy Integrated with the Jigsaw Technique on Student’s Self-Regulation among Secondary School Students in Social Science

Amit Kauts & Amanpreet Kaur

Self-regulation is a fundamental competency that enables students to plan, monitor, and evaluate their learning processes, thereby supporting academic performance and lifelong learning. The present study examined the effect of the Flipped Instructional Strategy integrated with the Jigsaw Technique on secondary school student’s Self-Regulation in Social Science. A 2 × 2 factorial pre-test–post-test experimental design was employed with 550 Class IX students selected from four CBSE-affiliated secondary schools in Amritsar, Punjab, India. The participants were equally divided into an experimental group (n = 275) and a control group (n = 275). The experimental group was taught through the Flipped Instructional Strategy integrated with the Jigsaw Technique for 51 instructional days, whereas the control group received instruction through the Traditional Teaching Strategy. Student’s Self-Regulation was measured using the Student’s Self-Regulation Scale developed by Gupta and Mehtani (2017). Data were analysed using descriptive statistics, an independent samples t-test, and two-way analysis of variance (ANOVA). The findings revealed significantly higher self-regulation among students in the experimental group than those in the control group. Girls also obtained significantly higher self-regulation scores than boys. Further, a significant interaction effect between instructional strategy and gender was observed, indicating that the effect of instructional strategy on self-regulation varied according to gender. The findings suggest that integrating flipped learning with cooperative learning provides opportunities for independent preparation, peer teaching, collaboration, and reflection, thereby supporting the development of student’s Self-Regulation. The study concludes that the Flipped Instructional Strategy integrated with the Jigsaw Technique is an effective learner-centred approach for promoting self-regulation among secondary school students in Social Science.

Kauts, A. & Kaur, A. (2026). Effect of the Flipped Instructional Strategy Integrated with the Jigsaw Technique on Student’s Self-Regulation among Secondary School Students in Social Science. International Journal of Education, Modern Management, Applied Science & Social Science, 08(03(I)), 108–114. https://doi.org/10.62823/IJEMMASSS/8.3(I).9244
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DOI:

Article DOI: 10.62823/IJEMMASSS/8.3(I).9244

DOI URL: https://doi.org/10.62823/IJEMMASSS/8.3(I).9244

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