Abstract:

It is a well-known fact that there are difficulties in teaching and learning algebraic concepts. It is thought that different teaching methods should be used in teaching in order to overcome these difficulties. In this study, the Problem Based Cooperative Learning Model (two different learning methods together) was used. The purpose of this study is to research the effects of Problem-Based Cooperative Learning (PBCLM) on academic achievement and permanent knowledge in Algebra. The study was conducted for six weeks with 81 seventh grade students attending three different classes of a public secondary school in Palandöken district. In this study, a pretest-posttest with control group quasi-experimental design was used as a research design of the study. There are 27 students in the experimental group in which the Problem Based Cooperative Learning model is applied, and 27 students each in the control-1 and control-2 groups where the general learning models are applied according to the approach and principles applied in the MEB program. The studies were carried out by the researcher in the control-1 and experimental groups, and by the mathematics teacher of that class in the control-2 group. The data collection instrument “Algebra Achievement Test” was developed and tested in terms of reliability by the researchers. To analyse datas obtained from the algebra achievement test on the computer SPSS Windows 20.00 and One-way variance analysis ANOVA and LSD multi comparison test analysis is done. As a result of the study, it has been observed that the problem-based cooperative learning model has a more positive effect on students' academic achievement and retention of knowledge than the general learning models arranged according to the approaches and principles applied in the MEB program.

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