The effecti̇veness of JİGSAW Tecni̇que of cooperati̇ve learni̇ng on the subject of quadrangels i̇n 7th grade

The aim of this research is to state if there is any difference, in terms of academic success and persistent learning, in 7th grade Maths class students' learning "the quadrangels" with Jigsaw technique of cooperative learning or traditional methods. Another aim of the research is to see what the students' opinions on the Jigsaw technique. This study was conducted for a seven-week period in a middle school in Taşköprü, Kastamonu level by in 2015-2016 academic year. Sample group is formed of 50 students. The first group, implemented Jigsaw, is a group of 14 female and 11 male students. The control group, implemented traditional methods, is a group of 12 female and 13 male students. It was decided that students are at an equal examining their four Maths exams. In this study, both qualitative and quantitative research methods were used. In qualitative part, posttest control group random experimental method was used. In quantitative part, content analysis was implemented. To measure students' success and persistency of their knowledge, a multiple-choice maths test was conducted as a posttest and, after 7 weeks, a retention test. To reveal experimental group students' opinions on cooperative learning, they were asked for filling an open-ended-question form. Independent groups were applied t test in the analysis of quantitative data, and content analysis in the analysis of qualitative data. As a result of the analysis of the data, the findings are: 1- The difference between the grades of Math success test of the control group and the experimental group is meaningful on behalf of the experimental group. 2- There is no significant difference between the permanence points of the control group and the experimental group. 3- When student compositions are examined, what is the most encountered opinion is that group work is entertaining. Most of the students have stated that they make up for each other and they help each other in group work. The idea that they have learnt by discussing different views is also significantly indicated. As an adverse opinion, it has been stated that there are some students who do not do their share of the task and who do not take part in the task voluminously. Another most common adverse opinion is the test anxiety which occurs with the anxiety of affecting the team work negatively. Twenty one students in the experimental group have stated that they have found the team work beneficial. Fifteen students in the experimental group prefer group work to the teacher's lecture.