Abstract:

This study examined the effects of the Jigsaw method of the collaborative learning model on the academic achievements of 7th grade students. The application 7th grade Science and Technology course was carried out within the framework of the processing unit "Man and the Environment". The universe of study was created by students studying at Eti Holding High School in the Elazığ or Kovancılar district during the 2015-2016 educational teaching spring period. The examples of the study were made by 59 students studying in the 7th grade of Eti Holding High School. In the application, students of 7/A class formed a experiment group(n=32) and students of 7/B class formed a control group(n=27) . Before the application began, the "Fen and Technology Pre-Information Test" was applied to both the experiment and control group in order to create the groups heterogeneously. Later, at the beginning of the application, the experiment and control group was applied as a preliminary test "Fen and Technology Academic Success Test" prepared by the researcher. In the experiment group, the unit is processed by the "Jigsaw" method of collaborative learning, while in the control group, it is processed by the straight narrative method and the question answer technique. During the application, the subject distribution within the unit and time were made in a way that would be equal to both the experiment and control group. At the end of the application, the "Fen and Technology Academic Success Test" was again applied to both groups as the final test. The obtained data, after being statistically analyzed with the SPSS technique(t test), observed a significant difference in the boundary between the collaborative-based learning method of the study group of students and the control group of students in which the structural teaching method was applied.(p=0.05 according to the level of meaning)

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