ISSN:2149-0821

THE IMPACT OF JIGSAW TECHNOLOGY USED IN TEACHING THE TURKISH EDUCATION HISTORY ON ACADEMIC SUCCESS


The aim of this research is to determine the effect of Jigsaw technique on the academic success of the teacher candidates related with Turkish Education History course which is being taught in the final grade of the Faculty of Education Classroom Teacher Education Department and to investigate the applicability of cooperative learning techniques in these courses. The sample of the research is final grade teacher candidates of classroom tutorship, who continue their education in the second semester in the 2016-2017 academic year. Academic success test (AST) was used as a data collection tool in the study. Academic success test questions were prepared by considering the topics of the YÖK (higher education council) exchange program. In order to ensure that the prepared academic success test is valid, the opinions of the evaluation experts were taken about the fact whether the questions were related to the quality of the aim to be measured or not, that they were in conformity with the writing rules or not, that they were relevant in terms of meaning and scope or not, that the distractors were suitable for the questions or not, that the correct answers were suitable for the questions or not, about the scientific accuracy and the technical features of the test and questions and accordingly necessary corrections were made. The Turkish Education History Achievement Test (TETBT) Alpha value was found at 0.81. The model of the research was semi-experimental design with pretest-posttest control group. Experiment groups are jigsaw groups in which jigsaw technique (JG, n = 36)was used. In the Jigsaw group, the units were processed according to the collaborative method and the jigsaw technique. The control group (KG.n = 37) was not intervened and the teaching was carried out according to YÖK's exchange program. An academic achievement test will be conducted to determine the change in the academic achievement of the students after the studies are over. Findings obtained at the end of the study have resulted in favor of the experimental group in the academic achievement of the teacher candidates.


Keywords


Collaborative Teaching Method, Jigsaw Technique, Classroom Teacher, Turkish Education His

Author : Durmuş KILIÇ
Number of pages: 33-43
DOI: http://dx.doi.org/10.16990/SOBIDER.3738
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