Özet:

In this research, the effect of “Competitional Group Study” (CGS) on the success of the students, concept learning and remembering lewels are examined. In the research, the factors that are expected to be affected by CGS are as followings: • The effect of CGS on success, • The effect of CGS on concept learning, • The effect of CGS on remembering level, • The change of the success of the students whose success increases with group study in Maths • The effect of CGS on collaboration of less successful and more successful students, • And if the CGS causes the attitude change in Maths lesson is examined, The medium for the research was the students studying at the first class of highschool in 2000-2001 at Kabataş T.M.L., Beyoğlu, İstanbul. The subject of the research was the 94 students stıdying at 9/A and 9/B classes in this school. At the beginning, the test was applied and the results showed that the knowledge level of the students are so low but close to each other. At the end, the same test was applied again to determine the knowledge and concept learning levels of the students. The same text was given to the students 6 weeks later to see how much of knowledge and concepts the students remember. The observations of the researcher were used to see if one student learns by another one, after CGS. The students having more success with group study are determined by comparing the results of Maths exams taken in the first and second semester. Then, the effect of CGS on the other lessons is examined by observing the change of success of these students in the other lectures. To see if there is an attitude change of the sample students on Maths lesson, the attitude scale is used. The t-test and Kolomogorow-Smirnow test are used on evaluating the data statistically. Depending on the results, the followings are found: • The mathematical success and conceptional learning of the sample students who are applied CGS is much more than the success of the control group students who are normally taught. • The level of remembering knowledge and concepts is higher for the students who are applied CGS than the level of remembering knowledge and concepts for the control group students who are normally taught. • There has been no meaningful relation between the success of the students who get successful by means of CGS in Maths and in numeric and all the other lessons. The CGS doesn’t affect the success of the students in the other lessons except History. On the other hand, there is a meaningful relation between the success of the students who showed more success in CGS in Maths and History. • In the CGS the less successful students can learn more easily when they are helped by more successful students, while the more successful students can learn better when they are helping the less successful students. Thus, one student could learn by another one. • The CGS used in Maths makes no attitude change on the students on Maths. As a result of data obtained, I’ve offered some suggestions for my colleagues. Key words : Competitional Group Study (CGS), Mathematics Education Study Group, Study pile ( set)

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