Introduction: The paradigm shift in medical education from teacher-oriented teaching to student-centered learning has introduced many innovative teaching-learning methods. Jigsaw classroom is one such method for small group learning. Here, each students’ part is essential for completion of the topic. This study was undertaken to assess the effectiveness of Jig-saw technique over tutorial method and perception of students towards jigsaw.Methods: 2nd Professional Year medical students were briefed regarding procedure, purpose of study. Four topics allotted for small group learning were selected for this study. Students were divided into Tutorial group (control) and jigsaw group (Intervention). Overall, 118 students underwent jigsaw classroom and 151 students underwent tutorial teaching. Pre and post-test were collected from both students to assess the knowledge gained. Perception of students undergoing jigsaw classroom was also obtained.Results: The mean marks obtained by students of jigsaw classroom was higher compared to tutorial teaching. This difference in marks was statistically significant. Majority students perceived jigsaw classroom helped them understand topic completely, improved communication skills and teaching ability. Some students perceived it to be time consuming.Discussion & Conclusion: Onus of learning was more on individual student in jigsaw classroom hence, these students scored better during the assessment. Jigsaw thus helped improve learning ability, teaching ability, communication skills and team-work among students. Inculcating different teaching learning methods into the academic activities will make students become active participants, engaged in the process of learning and take responsibility of their learning.