Abstract:

This study aims to determine the effects of Cooperative Integrated Reading and Composition (CIRC), Student Teams Achievement Divisions (STAD) and Jigsaw II techniques, which are developed following the cooperative learning method and the current teaching method on the 7th-grade achievements of secondary school students and their attitudes towards the Turkish lesson. To collect data for the study, a quasi-experimental design with a pretest-posttest control group was used. The research study group consists of 83 students, 36 girls and 47 boys, studying in the 7th grade in four different branches in two different secondary schools in the center of Sivas in the first semester of the academic year 2019-2020. In three of the branches included in the research, lessons were conducted using cooperative teaching techniques. In one of the branches, lessons were conducted following the existing learning program. In the research, the National Culture and Nature and Universe units were studied, and the practice lasted eight weeks. In obtaining research data, modular tests and the Attitude Scale Towards the Turkish Lesson were used. Cluster analysis, descriptive statistics, ANOVA, Tukey, t-test for dependent groups were used to analyze the data. According to the research findings, it was found that there was a significant difference between the pretest-posttest scores of the modular achievement test of the experimental groups in which cooperative teaching techniques were used, which was in favor of the posttest. In the control group using the current method, a significant difference was found in favor of the posttest in the first unit, but no significant difference was found in the second unit. When examining the research groups’ attitude scale findings, although it was found that there was an increase in posttest scores in all groups compared to pretest scores, a statistically significant difference in favor of the posttest was found only in the experimental group STAD (ES) and (EJ) groups.

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