Examine of the effects to academi̇c success of problem – based collaborative learning in the field of algebra learning

The objective of the present study is to investigate the effects of problem based cooperative learning model (PBCLM) in algebra learning field on academic success, duration of acquired knowledge and problem solving skills. The study was conducted for six weeks in the first term of 2014-2015 academic year by including 81 seventh grade students attending three different classes of a state secondary school established in Palandöken district. A method, so-called mixed-method research, where qualitative and quantitative research methods are used simultaneously, was employed in order to obtain data in the scope of the study. Quantitative part of the method was set up based on the semi – experimental design containing pre- and post –test and control groups while in the qualitative part, observation and interview techniques were both preferred to determine students' views on the lessons designed and completed according to PBCLM. Subject students were divided into three groups covering equal number of students (27), experimental group, to which PBCLM was applied, Control 1 and Control 2, which were exposed to general learning models applied and designed according to the approaches and principles in national education system. Studies were conducted by researcher in control-1 and experimental group and mathematics teacher in control-2 group. For the interviews completed within the context of qualitative aspect of the study, subject students were selected among those getting high, medium and low scores from an algebra test using maximum diversity sampling method, which is one of the aimed sampling methods. Algebra success test developed by the researcher, module tests, semi – structured interview forms, self – evaluation form and observation forms were employed to collect data in the study. One-way variance analysis ANOVA, Kruskal Wallis H-test and Mann Whitney U test, LSD multi comparison test and descriptive statistics were used in the study. Qualitative data were evaluated through descriptive and content analyses. It was seen that PBCLM is more efficient in students' academic success and duration of knowledge compared to general learning models applied and designed according to the approaches and principles in national education system. In addition, with the evaluation of Module Test B, prepared to determine the effects on advanced thinking skills like problem solving, reasoning and matching, students learning lessons in PBCLM were found to be affected more positively. It was seen that findings obtained from qualitative data analysis supported these results. It was understood from the results of content analysis that PBCLM students adopted the model applied for the first time and reported positive views for the process. It was also observed that students improved their skills and developed positive behaviours like communication and asking question, helping and supporting others, sharing, respecting, breaking, active participation and persuading, preparing for the classes, using material, examination and research and using scientific method. Key Words: problem based cooperative learning, algebra, cooperative learning, problem based cooperative learning, problem solving skills, mathematics education