Abstract:

The aim of this study is to determine the effectof Jigsaw and Reading-Writing-Presenting (RWP) methods used in the application of cooperative learning model on the academic success of 2nd grade social studiesundergraduatestudents. Work group of the study that experimental research design, including pre-test and post-test without control group, was used, consisted of 85 2nd grade social studiesundergraduatestudents taking Principles and Methods ofInstructions Course in two different classes in the department of Social Studies Teacher Education at Atatürk University between 2014-2015 academic year. The study was conducted with only two experimental groups.  Instruction of methods, which are involved in the Principles and Methods ofInstructions Course, such as case study, narrative expression,discussion,problem solving, and demonstration and practice, was carried out via application of  related cooperative methods in research groups for five weeks. In this study that Academic Success Test (AST) was used as data collection tool, the pre-test and post test scores of experimental groups were analyzed by using dependent and independent t-test, descriptive statistics and ANOVA. According to the results of statistical analyses obtained from this study, it is found out that both cooperative methods have effect on students' academic achievements, but there was no significant difference between pre-test and post-test scores of students of Jigsaw and Reading-Writing-Presenting (RWP) groups while they compare. Effects of Cooperative Learning Methods on Social Studies Undergraduate Students' Academic Achievements

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