Abstract
The purpose of this study is to find out the effect of Jigsaw I technique on students’ academic success and attitude towards the course in teaching Turkish grammar. For that purpose, three grammar topics (spelling and punctuation marks rules) were determined and an experimental study conforming to “control group preliminary-testing final testing model” was conducted at a middle school located in Kars Turkey. As data collection tools “Success Test to measure effectiveness of Jigsaw I Technique in Grammar Teaching “(AST) and “Turkish Course Attitude Scale” (TCAS) were used. At the end of the study, it was discovered that there was no difference between the success scores of the students in experimental and control groups and their attitudes towards the course, in other words, the academic success of both group where Jigsaw I technique was applied and the group where conventional teacher centered teaching was applied after the experiment and their attitudes towards Turkish course were similar.
Highlights
Upon curriculum change made in 2005, structuralism has been taken as basis for Turkish teaching and student centered teaching has started to dominate (Kapulu et al, 2009)
At the end of the study, it was discovered that there was no difference between the success scores of the students in experimental and control groups and their attitudes towards the course, in other words, the academic success of both group where Jigsaw I technique was applied and the group where conventional teacher centered teaching was applied after the experiment and their attitudes towards Turkish course were similar
Conducted to find out the effect of Jigsaw I technique on success of grade 8 students of middle school in Turkish course, this study aims to find answers to the following questions: 1. Is there any difference in terms of academic success between the experimental group where Jigsaw I technique is applied and control group where the conventional teacher centered is employed in teaching spelling and punctuation marks rules in Turkish course? 2
Summary
Upon curriculum change made in 2005, structuralism has been taken as basis for Turkish teaching and student centered teaching has started to dominate (Kapulu et al, 2009). From this perspective, methods and techniques enabling the students to self-learning or to learn under teacher guidance are needed. It will be needed to exploit both structuralism and teach five basic language skills by use of effective methods in Turkish teaching. In this line, one of the methods to be employed in Turkish teaching can be cooperative teaching method. It may be said that cooperative learning methods have positive effects on students‟ success and participation in learning a language (Maden, 2011)
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