Investigation of the effects of subject combination and co-learning methods on the measurement of strength of secondary school 5th students and their cognitive and affective earnings in the friction unit

The aim of this research is to investigate the effects of cooperative subject jigsaw and learning together methods on elementary school fifth grade students' cognitive and affective developments related to the teaching of the "Measurement of Force and Friction" unit. The research was carried out during 2021-2022 academic year with 64 students studying at 28 August Secondary School and Yeşilova Imam Hatip Secondary School in Solhan district of Bingöl province. In line with the purpose of the study, a 25-item pre-knowledge test was applied to two experimental groups of 33 students to determine their cognitive readiness levels before the experimental procedure, and a 5-point Likert-type course attendance, scientific attitude and self-efficacy scales were applied to two control groups of 31 students to determine their affective status. After the experimental process, a 17-item post-knowledge test, 5-point Likert-type course attendance, scientific attitude, self-efficacy and cooperative learning assessment scales were applied. During the experimental process, "learning together" and "subject jigsaw" were applied to the experimental groups, and the curriculum-based learning method was applied to the control groups (5A/5B). Frequency tables, arithmetic mean, effect size, standard deviation, t-test and ANOVA test were used in the statistical evaluation of the pre-test and post-test data. According to the findings, a statistically significant difference was found between the student groups in favor of learning together method in terms of post-test scores. A statistically significant difference was found between the experimental groups and the control 5/A group in favor of study groups for post-scientific attitude scores. It was concluded that there was no statistical difference between the study groups for self-efficacy perceptions. No statistically significant difference was found for course attendance attitudes between study groups. There was no statistically significant difference between the two experimental groups in terms of cooperative attitude.