Effects of cooperative learning on students? academic achievement and achievement motivation concerning undergraduate general physics labworks

In this study, it is aimed to specify effects of instructional method (cooperative learning and traditional method) as independent variable, on the dependent variables of academic achievement and achievement motivation concerning undergraduate general physics labworks.In this research pre-test post-test control grouped semi-experimental research model was used and 42 students joined the research from a state university in İzmir. The data is collected by the ?Mechanics Laboratory Academic Achievement Test? and ?Achievement Motivation Scale Towards Physics Laboratories? which are developed by the researcher. During the research while close ended experiments applied to the control group, semi-open ended experiments were applied to the cooperative experimental group.The data is evaluated by means of T-test, Mann-Whitney U Test and Wilcoxon Signed Ranks Test. At the end of the application, the groups have shown a significant process in themselves however no statistical meaningful difference is found between the post-test results of the control and experimental group students. When the outcomes are investigated in terms of achievement motivation, while no difference is detected concerning cooperated teaching group?s achievement motivation, however a tiny decrease is detected concerning traditional group.