The effects of cooperative learning about the atom and quantum numbers of general chemistry course to the academic achievements of students

This study aims to observe effects of cooperative learning and teacher-centered teaching method on academic achievements of freshmen related to atom and quantum numbers. In this context, we tried to answer if there is any meaningful differences between academic achievements of experimental group and control group and how students do in both groups define their views on learning process of this topic.Our sample, for academic year 2010-2011 consisted of two student groups in an university, Izmir. Secondary Science and Mathematics Fields Program. These groups were randomly allocated to experimental group (n= 24) and control group (n= 30). 54 students participated our study of whom having General Chemistry I lesson for the first time.While students in the experimental group were instructed via cooperative learning, teacher-centered approach was applied in the control group. Education period was settled as two weeks for both groups. Before experimental processes; availability test and after achievement tests were applied on both groups. Following the Achievement Test application, to gather student opinions we performed a semi-structured interview with students from both groups.In comparison of Availability Test and Achievement Test for both groups. Data obtained were evaluated using SPSS.15. An independent t-test was employed. We found that there were some significant differences in favour of experimental group on achievement.To gather student opinions we performed a semi-structured interview with 9 students in experimental group and 9 students in control group. Students from both groups, selected by the stratified random sampling method. Students stated that cooperative learning allowed them to master the subject via knowledge share.Key Words: Chemistry Teaching, Atom and Quantum Numbers, Cooperative learning, Jigsaw technique, Academic achievement.