The effect of the "Jigsaw" technique based on cooperative learning on student success in teaching the unit "Reproduction, Growth and Development in Living Things"

This study aims to examine the effect of the "Jigsaw" technique, one of the cooperative learning methods, on student success in teaching the unit "Reproduction, Growth and Development in Living Organisms" at the secondary school level. A quasi-experimental design was used in the study and a pre-test-post-test model with a control group was applied. The study was conducted on 7th grade students studying at Gazi Kamil Ayhan Secondary School in Elazığ province. The control group consisted of 36 students and the experimental group consisted of 38 students. Before the lesson started, it was determined that the academic success levels of the classes were similar by looking at the 6th grade science course grade point averages of the students in the experimental and control groups. While the lesson was taught using the Jigsaw technique in the experimental group, the science course curriculum implemented by the Ministry of National Education was used in the control group. Accordingly, five heterogeneous groups were created in the experimental group. The heterogeneity of these groups was ensured by looking at the 6th grade science course grade point averages of the students in the experimental group. While the lesson was taught using the jigsaw technique in the experimental group, the science course curriculum conducted by the Ministry of National Education was used in the control group. Data were collected through achievement tests applied to students in both groups. As a result of the research, it was determined that the students in the experimental group who were taught with the jigsaw technique showed higher academic success than the students in the control group. These findings revealed that the jigsaw technique is an effective method especially in teaching complex and comprehensive subjects in science lessons. In addition, the cooperative learning method ensured the participation of students with low academic success in the group. It contributed to the social development of students with low self-confidence by communicating and producing a product.