Learning together and group investigation method in secondary school 5 and 6 grade students in "Electrical Circuit Elements" and "Transmitting Electricity" units the cognitive and affective achievements investigation of the effects

This study aimed to investigate the effects of the group investigation method (GIM) on 5 and 6 grade elementary school students' cognitive and affective development on the "Electrical Circuit Elements" and "Transmission of Electricity" units. The research was carried out in two village schools in the Central District of Muş province, located in the Eastern Anatolia Region. One experimental and one control group were selected at each grade level. The experimental group learning activities were carried out with Group Investigation Method and the control group learning activities were carried out in accordance with the Ministry of National Education Defined Method. Research carried out for two years within the 2021-2022 and 2022-2023 academic years. The 2021-2022 academic year is categorized as "first application" and the 2022-2023 academic year is categorized as "second application". The experimental group learning activities were carried out by substitute teacher in the first application and by the course teacher in the second application. Control group learning activities were carried out by the same course teacher in both years. Self-efficacy scale (SES), course attendance attitude scale (CAS), cooperative learning evaluation scale (CES) and academic achievement tests (AT) were used as data collection tools in the research. Independent samples t-test and Mann-Whitney U test were used to compare the groups with respect to normality analysis. In line with the data obtained from the SES, it was revealed that there was no statistically significant difference between the fifth grade experimental and control groups before and after the first application. While it was concluded that there was no significant difference between the fifth grade groups before the second application, it was determined that there was a significant difference in favor of the experimental group after the application. While it was revealed that there was no significant difference between the sixth grade groups within the scope of the relevant scale before the first application, it was determined that there was a significant difference in favor of the control group after the application. It was revealed that there was no significant difference between the sixth grade groups before and after the second application. These results obtained from the SES have been determined that the GIM may have positive impact on students' self-efficacy perceptions when carried out by the course teacher. In line with the data obtained from CAS, it was revealed that there was no statistically significant difference between the fifth grade experimental and control groups before and after the first and second application. Within the scope of the relevant scale, it was determined that there was a significant difference between the sixth grade groups in favor of the experimental group before the first application, but it was concluded that there was no significant difference after the application. While it was revealed that there was no significant difference between the sixth grade groups before the second application, it was determined that there was a significant difference in favor of the experimental group as a result of the application. In line with these results obtained from CAS, it was determined that GIM could have a positive effect on students' attendance to classes. In line with the data obtained from AT, it was revealed that there was no statistically significant difference between the fifth grade experimental and control groups before the first application, but it was determined that there was a significant difference in favor of the experimental group after the application. It was concluded that there was no statistically significant difference between the fifth grade groups before and after the second application. While it was revealed that there was no significant difference between the sixth grade groups within the scope of the relevant scale before the first application, it was determined that there was a significant difference in favor of the experimental group after the application. It was determined that there was a significant difference in favor of the experimental group after the second application in the sixth grade. These results revealed that GIM is effective in increasing students' academic achievement, regardless of the teaching branch. In addition, it was stated in the study that there may be a significant relationship between students' course attendance and academic success. Since the Cronbach alpha coefficient value of the data obtained from the CES was lower than 0.60 further analysis was not carried out.