Effect of Cooperative Jigsaw II and Subject Jigsaw Techniques on Learning in Science Class

Abstract

The aim of this study is to determine the effects of Subject Jigsaw and Jigsaw II methods on the academic success of students in teaching the Force and Motion unit. Sample of the study was selected from Regional Boarding Secondary School located in Posof district of Ardahan province and Imam Hatip Secondary School located in the same district in the fall semester of 2016-2017 academic year. The Subject Jigsaw Method (SG, n=20) was applied to the 7A branch of the first selected secondary school and the Jigsaw II method was applied to the 7B branch (JG, n=20); The teacher-centered teaching method was applied to the 7A branch of the second selected secondary school as the Control Group (CG, n=17). In the study, Force and Energy Achievement Test (FEAT), Module Tests (Module A, Module B, Module C and Module D) were used as measurement tools. Descriptive statistics, one-way Analysis of Variance (ANOVA) were used for data analysis. According to the data obtained as a result of the application, cooperative learning methods contribute positively to the students' science learning levels in learning the concepts in the "Force and Energy" unit. As a result, it was determined that the effects of Subject Jigsaw and Jigsaw II methods on the students' academic success were similar to each other and these students were more successful than students who received education with the traditional method.