The examination of the effects of the implementation of six thinking hats and jigsaw techniques coordinatively on 5th grade students' learning in the world of living things unit of science lesson

This study has been done to examine the effects of the implementation of six thinking hats and jigsaw techniques coordinatively on 5th grade students' learning in Science lesson. The study group is made of 102 students, who study 5th grade in Yavuz Selim Secondary School in 2017-2018 education year, 26 of which are six-hats experimental gorup (D1), 26 are jigsaw experimental gorup (D2), 25 are coordinative experimental group (D3) and 25 are control group. Study data were obtained by using pre-test post-test quasi-experimental design that is one of the quantitative research method. While analyzing the quantitative data, Shapiro-Wilks test, as groups consist of less than 50 people, and One Way Anova, as there're more than 1 group, were used to confirm homogenous grouping in terms of success. Besides, to examine the significance of the difference between the groups Tukey HSD test was conducted. In the last test that was conducted at the end of the study, having p-value under 0.05 and F-value (10.674) higher than Levene statistical value(3.500), (F=10.674>3.500) in both the control group and three experimental groups showed that there is a significant difference between the groups. At the end of descriptive statistics analysis of the groups in normal Q-Q plot graphics distribution, it was seen that the success rates of the groups was normal and distributed homogenously. Examining the analyses of the results, it was determined that the values of the arithmetic mean of groups' success grades of pre-test were D1 (XD1=4.65), D2 (XD2= 4.65), D3 (XD3= 4.60) and Control if (XK=3.76). It was seen that the groups were nearly equal, that is, there was not a significant difference between them (Ftest =1.158< 3.778; p=.330> .05 ). The values of the arithmetic mean of groups' success grades of post-test were identified as D1 (XD1= 7.28), D2 (XD2=7.36), D3 (XD3=8.80), and Control (XK= 5.84). In the results of success of post-test a significant difference was determined (Ftest =10.674 > 3.500; p=.000 < .05). Considering the average of the academic success of pre-test post-test of the groups, it was seen that the biggest rise was in group D3 and the smallest one in Control. While looking at the results of Tukey HSD, there was not a significant difference between the four groups in pre-test and in groups D1 and D2 in post-test. In the last test, it was seen that there was a significant difference between three experimental groups and control group and D3 was significantly different from other three groups. As a result, it was concluded that the implementation of six thinking hats and jigsaw techniques gave better out, outs statistically than merely curriculum-based education and implementation of six thinking hats and jigsaw.