The jigsaw method of teaching, first developed by Elliot Aronson in 1971 was further advanced by Robert Slavin in 1986 to assist students in overcoming learning gaps in recently desegregated schools in Austin, Texas (Teaching Methods). For the past 50 years, teachers have been utilising this method and its various components to promote collaboration in early grades through post-secondary classroom settings. This study was intended to determine if the traditional didactic lecture or the jigsaw learning method is more effective in teaching the mechanisms of labour. It was a quantitative study with a cross-sectional design, and comparative in nature, conducted in Global College of Nursing, Brite College of Nursing and Avk College of Nursing. The respondents were students studying in the 4th year BSc and the 3rd year GNM. The data was collected by using a structured questionnaire and followed by the intervention. Pre-test and post-test knowledge level on students' grade and learning experience among the Jigsaw learning method was χ2 value of 289.93. Pre-test and post-test knowledge level on Students' grade and learning experience among the Traditional method was 272.58. There was an enhancement in terms of students' grades and learning experience among the Jigsaw learning method. Whereas the traditional group has no changes in the method of learning in the pre-test and post-test groups.