Abstract:

The aim of this study is to reveal the relationship between scientific studies (article / post-graduate thesis) carried out by using Collaborative learning techniques in teaching Turkish in Turkey between the years 2000-2014 and students' opinions about success, attitude and applications in learnig Turkish. Another aim of the study is to provide a source for field researches of using Collaborative learnig method in Turkish teaching process. In the study "Meta-Analysis"methodshas been used. The following conclusions have been reached about the problem questions of the research : It has been found that there are 46 studies ( doctoral thesis f = 10, master thesis f = 10, article f = 26) conducted on the academic achievement of students by using collaborative learning techniques. In the 43 of these studies (%93,31), it is determined that collaborative learning techniques increase the academic achievement of students. In the remaining 3 research (%6,51), it is seen that collaborative learning techniques don't have any effect on the academic achievement of students. It has been determined that there are 15 studies (doctoral thesis f = 4 , master thesis f = 4, article f = 7) that examine the attitudes of students towards to lesson and applications. In the 14 of these studies (%93,24), it is seen that collaborative learning techniques have a positive impact on the students' attitudes towards to lesson/applications. In contrast, it is determined in one study (%6,66) that collaborative learning techniques don't have any effect on the students' attitudes. It has been determined that there are 16 studies (doctoral thesis f =1 , master thesis f = 4, article f = 10) that examine the students' opinions about the collaborative learning applications. In all of the studies (%100) examined, it is determined that students have positive opinion about Turkish teaching activities and Turkish lessons that collaborative learning techniques are applied. The Collaborative learning techniques used in research and the applied frequency is determined as follows: Learning Together Technique (f = 17), Unstructured / mixed techniques (f = 10), Jigsaw Techniques (f = 10), Multiple Intelligence supported Collaborative learning techniques (f = 3), TOT (f = 2), Group Research (f=1); Binary Audit Techniques (f = 1), Academic Contradictions Technique (f = 1). Collaborative learning techniques applied language skills depending on the frequency values are listed as follows: Reading Skill(f = 14), Writing Skills (f = 12), Grammar (f = 10), other (f = 10), Speaking Skill (f = 3), Listening Skills (f = 3)

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