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    DUYURU 2

    Dergimizin haziran sayısı editörlüğünü Hacettepe Üniversitesi'nden Prof. Dr. Emine YILMAZ yapmaktadır.

     


Abstract


THE EFFECTS OF THE COOPERATIVE LEARNING METHOD ON STUDENTS’ VOCABULARY LEARNING AND THEIR ATTITUDES TOWARDS LESSON IN 6TH GRADE FOREIGN LANGUAGE (ENGLISH) CLASS
The aim of this study is to investigate the effects of cooperative learning method on developing students’ English vocabulary knowledge and their attitudes towards lesson by comparing with the lecture method which is one of the teacher centred methods. The research has been carried out by using pre test- post test quasi experimental model and cooperative learning method has been compared with traditional teaching method. The study group of this reseach consists of two classes of sixth grade students (n=48) who study in a secondary school in Bucak district of Burdur Province. One of the classes has been chosen as experiment group and the other has been chosen as control group randomly. In teaching process; while as one of the cooperative learning techniques Jigsaw I has been used in experiment group, lecture method has been used in control group. Data of the study has been gathered by “Vocabulary Knowledge Achievement Test” which consists of 37 items to determine the academic achievement of students and “Attitude Scale Towards English Lesson” to determine attitudes of students towards English lesson. The KR-20 reliability coefficient of the achievement test is 0,88. The obtained data has been analyzed by using SPSS 24.0 (Statistical Package for the Social Sciences) software. In calculating normality variance of the data, Shapiro- Wilk Test has been used. If data of two independent groups has normal variance, it is analyzed by using Independent Groups t-Test. If data of two independent groups has not normal variance, it is analyzed by using Mann Whitney-U Test. On the other hand if data has normal variance, dependent samples t-Test is used in comparison of pre test-post test scores of one group. According to the analyses of the achievement test, academic achievement of both experiment and control groups increased significantly. As well, it was seen that students in experiment group were more successful than students in control group after pre test-post test difference scores of groups had been compared. So, it shows that cooperative learning (Jigsaw I) is more effective than lecture method in terms of increasing academic achievement of students. In accordance with the analyses of data obtained from attitude scale, it was found that there was not a statistically significant difference between the pre test-post test scores of students in both groups. At the same time, a statistically significant difference wasn’t found between the pre test-post test difference scores of students in both groups. Thus, it was seen that in the learning process of English vocabulary, cooperative learning and lecture method have similar effects on students’ attitudes. In this sense, cooperative learning method and Jigsaw I technique are suggested to be used.

Keywords
Cooperative Learning; English; Jigsaw Technique; Teaching Vocabulary


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