Effect of jigsaw i technique on success, attitude and permanentity in information technologies and software course

Education systems, which are expected to adapt to the rapidly changing information age, have the obligation to raise individuals who can use, produce and learn the information that society needs. Advances in technology have not only changed education systems, but have also affected all elements in the learning-teaching process. Taking important steps in this direction, the Ministry of National Education not only updated the curricula, but also took precautions against possible problems in the implementation process. In cases where there are deficiencies such as technical infrastructure and software, especially in application-oriented areas such as information technologies and software courses, all students can reach the targeted gains, using methods and methods based on the constructivist approach in the curriculum in order to raise individuals who are active, able to produce information, use the information they produce, and have lifelong learning skills. recommends the use of these techniques. The aim of this research is to determine the effect of jigsaw I technique on students' academic achievement, attitudes towards the course and the permanence of their learning in the teaching of secondary school 6th grade Information Technologies and Software course applications. It is thought that this technique, which is used especially in schools with a lack of technical infrastructure, hardware and software, and in schools that do not have an information technology class, will help students achieve the targeted gains in the curriculum by ensuring active participation in the teaching process. The research was designed with a mixed research method in which both quantitative and qualitative research methods were used together. The study group of the research consists of a total of 50 students studying in the 6th grade of a public secondary school in the Muratpaşa district of Antalya province in the 2021-2022 academic year. The first phase of the research was designed using a quasi-experimental research design with a pretest-posttest control group, one of the quantitative research methods. The lessons were taught with activities suitable for the lecture method in the control group and the jigsaw I technique in the experimental group. In order to collect quantitative data, "Attitude Scale Towards Information Technologies and Software Lesson" was used, and "Information Technologies and Software Class Multimedia Applications Achievement Test" was used for pretest, posttest and retention test. Observation form, self-evaluation form, peer assessment form, student diaries and focus group interview form were used to collect qualitative data. Quantitative data obtained from the study were analyzed using descriptive statistics, independent groups t-test, independent groups t-test, mann-whitney u test and wilcoxon signedrank test. The qualitative findings of the research were analyzed using the content analysis method. As a result of the analyses, when the BTYT and MPI data applied to the experimental and control groups as a pre-test were examined, it was determined that there was no statistically significant difference between the pre-test data of the experimental and control groups. After applying the techniques specified in the experimental and control groups, according to the findings obtained from the posttest and retention test data applied to determine the difference between the groups; While there was a significant difference in favor of the experimental group in the academic achievement and permanence posttest scores of the experimental group students, it was determined that there was no significant difference between the experimental and control group's attitude posttest scores, despite the increase in the experimental group students' posttest scores on information technologies and software course. The qualitative findings obtained in the second step of the study support the quantitative findings of the study. The students expressed positive opinions about the Jigsaw I technique and the application process.