The effect of using jigsaw technique on students' academic achievement, self regulated learning skills, attitudes toward the lesson and retention in 7th grade Turkish grammar

The aim of this study was to investigate the effect of using Jigsaw IV instructional technique on students' academic achievement, self regulated learning skills, attitudes toward the lesson and retention in 'Structures of Verbs' unit of the 7th grade Turkish Grammar lesson. The study was implemented in the fall semester of 2016-2017 academic year with 36 students who are taught at a public school named Murat İrem Delgen Secondary School in Aydın. The study administered through a pre test-post test quasi experimental design with control group. As data collection tools, an achievement test was developed by the researcher after fulfilling the validit and reliability studies of the test. Besides, scales of the self regulated learning skills and attitudes toward the lesson were benefited to collect data from students. Lastly, in order to understand the retention of the knowledge, self regulated learning skills and attitudes toward the lesson, all instruments were administered after six weeks of the instruction. All data were subjected to refine through SPSS data analysis software. The results indicated that there was statistically significant mean differences between the experimental and control groups on achivement test scores, attitude scale towards the course and self regulation skills of the students in the favor of experimental group. It was concluded that the Jigsaw technique is quite effective on the academic success, attitude, self regulation skills of the students and permanance of them. Keywords: Cooperative Learning, Jigsaw, Attitude, Retention, Grammar