Abstract
The aim of this study is to determine the effects of Jigsaw II on English prep school students’ academic achievement. This study was conducted whether jigsaw II has meaningful effects on the academic achievement of English prep school students or not. This study was done at Abant İzzet Baysal University Prep classes in an experimental way with 48 students. The experimental and the control group were arranged according to the results of their mid-term and quiz results. After this, the students in the experimental group were divided into the groups of six to initiate the group work. In order to see the effects of technique on their academic achievement, students in the experimental group were asked to learn and teach The Present Perfect Tense, just, yet and already in Jigsaw model, one of the techniques of cooperative learning. The control group, on the other hand, learned the same subject in normal conditions. Both groups took the same exam to see the effects of the study after they learn the subject. The results were analyzed with SPSS 13.0 and the quiz results of the experimental and control group were compared. According to the quiz results, there was significant difference in terms of their academic achievement between the experimental and control group.
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