Jigsaw learning is a cooperative learning strategy in which maternity nursing students participate actively
in the teaching-learning process. It also allows students to interact and participate in maternity nursing
courses. Aim: The study aimed to assess the effect of lecture versus jigsaw teaching strategies on
maternity nursing students' attitudes and academic achievement. Research design: A quasi-experimental
study design was used. Research setting: The study was conducted at the College of Applied Medical
Sciences at Hafr Al Batin University during the course entitled "Maternity Nursing." Sampling: A
convenience sample of nursing students in the 5th and 3rd-year was recruited. Number = 160 were
categorized into two groups: control group (80) "lecture group" and study group (80) "jigsaw
group". Tools: The data was gathered using four tools. 1. self-administered questionnaire, 2. student's
knowledge assessment tool (pre-posttest), 3. Likert attitude scale to assess the students' attitude toward
the teaching strategy, 4. Students' Opinion Sheet. Results: There was a significant difference between
both groups regarding the students' achievement (post and follow-up written exams). The students'
theoretical achievement of maternity nursing lectures was higher in the study groups than the control
group on the post and follow-up exams. Students in the study group exhibited a more positive attitude
concerning the teaching strategy than the students who were in the control group. Conclusion: The
jigsaw learning strategy is effective in improving the attitudes and achievements of maternity nursing
students during the course. Recommendations; apply the jigsaw learning strategy as a method of
teaching in all nursing academic courses.