The effect of Jigsaw IV technique on students' academic achievement and permanence in the 4th grade science course

This research had been done to investigate the effect of using the Jigsaw IV Technique, one of the cooperative learning techniques, on student achievement and retention in the teaching of 'Let's Know the Matter' unit of Primary School 4th Grade Science course. The study was carried out with a mixed method consisting of quantitative and qualitative methods. The design of the study was determined as sequential descriptive pattern from mixed model designs. In the quantitative dimension of the research, pre-test and post-test disproportion grouped design were used; in the qualitative dimension, the case study design was used. In the study, Jigsaw IV Technique was applied to the experimental group and traditional teaching methods were applied to the control group during the 7-week teaching process. In the qualitative aspect of the study, semi-structured Jigsaw IV Interview Form was applied to experimental group students. The consists of the study group who are 4th grade students in an elementary school is affiliated to the Ministry of National Education in the city center of Muş in 2018-2019 academic year. In this context, totally 40 students were included in this study, 20 of them were experimental group and the other 20 of them were control group. In the quantitative part of the research, the Achievement Test of Matter Recognition Unit, which consists of 20 questions, was used as a data collection tool. Qualitative data are; "Jigsaw IV Interview Form" which was composed by the researcher and consisted of 9 items. The analysis of the quantitative dimension of the study was analyzed using SPSS 20.0 and excel programs, and descriptive statistics and t-test were used in the data analysis. The qualitative aspect of the research was analyzed by content analysis. As a result of the research, it was revealed that Jigsaw IV Technique significantly increased academic achievement and permanence compared to traditional teaching methods. In addition to this result, it was concluded that the students enjoyed the teaching process which were made with the Jigsaw Technique, showed more willing participation to the lesson, increased their interactions and academic achievements in the classroom, and thought that their lectures and listening to their friends were more effective in learning process. Key Words: Cooperative Learning, Jigsaw IV Technique, Science Teaching, Elementary School Students, Success