The effect of jigsaw technique on student achievement in 6 grade Science and Technology Course the Pariculate Nature of Matter Units teaching

Aims of this study were to determine the effect of cooperative learning instruction on students academical achievements and effectiveness of method on retention of knowledge in science courses. In addition, students opinions about the cooperative learning method were obtained. The sample of this study consisted of 70 students from two different six grade classes in which were taught by the same teacher in a state elementary school. The research was carried out during the first semester of 2012-2013 educational year for during five weeks. Groups were chosen randomly as a control and an experimental group. The unit of "The Particulate Nature of Matter" was chosen and taught to the experimental group by using jigsaw technique and to the control group by using traditional teaching methods.. The measurement instruments used in the study were the academical knowledge test and a test requesting students opinions on jigsaw technique. Independent samples t-test was implemented to analyze data of the study. In conclusion, it has been found that there were significant differences between achievements and the retention of knowledge of the two groups. Judging from this result, it could be said that the jigsaw technique was more effective than the traditional teaching methods on science achievement and the retention of knowledge. In addition, student opinions pertaining to the jigsaw technique has come out positive.