The effect of the Jigsaw technique on 7th grade students' academic achievement and attitudes towards the Turkish course

The aim of this study is to examine the effects of the Jigsaw IV technique, one of the cooperative learning methods, on 7th-grade students' academic achievement and their attitudes toward the Turkish course, specifically in the teaching of "verb inflection suffixes (tense and person)" and "semantic shift in verbs" topics. The study was designed and conducted within the framework of a quasi-experimental model using a pre-test–post-test control group design. Accordingly, the experimental group was taught using the Jigsaw IV technique, while the control group received instruction through traditional teaching methods. The research was carried out with 35 randomly selected 7th-grade students from Dedeli Sebahattin Yıldız Secondary School, located in Patnos district of Ağrı province, during the 2024–2025 academic year. The study lasted for eight weeks, during which students in both groups were taught the targeted subjects through different instructional approaches. To measure students' academic achievement levels, a 20-item "Verb Achievement Test" was developed based on questions from past national exams such as SBS, OKS, and the Free Boarding and Scholarship Examinations. Validity and reliability analyses were conducted to ensure the scientific adequacy of the test. In addition, the "Attitude Scale Toward the Turkish Course" was used to assess students' attitudes toward the subject. Within the experimental group, the Jigsaw IV technique was implemented by dividing students into small groups, with each member assigned a subtopic. Students first studied their assigned subtopics individually and then shared their knowledge within their groups, creating a collaborative learning environment. This process aimed to foster deeper understanding of the topics and reinforce knowledge through peer learning. In contrast, the control group was taught through a traditional, teacher-centered lecture method. Both groups covered the topics of "verb inflection suffixes (tense and person)" and "semantic shift in verbs." The data obtained during the study were analyzed using SPSS 30.0 software. Differences between pre-test and post-test scores were evaluated separately for both the experimental and control groups. Both parametric and non-parametric statistical methods were employed in the data analysis. Basic statistical measures such as arithmetic mean, standard deviation, and rank averages were used to enhance the reliability of the findings. The results revealed that instruction using the Jigsaw IV technique did not lead to a statistically significant difference in improving students' academic achievement compared to traditional teaching methods. However, an examination of rank averages showed that the post-test scores of the experimental group were higher than those of the control group. This suggests that cooperative learning methods may have a positive effect on academic achievement. In terms of students' attitudes toward the Turkish course, it was observed that students in the experimental group exhibited more positive attitudes compared to the control group, although the difference was not statistically significant. This indicates that cooperative learning techniques like Jigsaw IV can contribute to creating a more positive classroom atmosphere and supporting learning motivation. In conclusion, while the Jigsaw IV technique did not result in a statistically significant direct improvement in academic achievement in the teaching of "verb inflection suffixes (tense and person)" and "semantic shift in verbs," it positively influenced students' achievement levels and attitudes toward the course. These findings suggest that cooperative learning methods should be considered asvaluable alternatives to traditional instructional approaches and should be more widely used to promote active student engagement in educational settings. Furthermore, more comprehensive studies examining the effects of the Jigsaw IV technique across different student profiles, course contents, and over longer periods are recommended to better understand the method's potential contributions to education.