Research Article
BibTex RIS Cite

The Effect of Cooperative Learning on Academic Success Levels of 8th Grade Students in the Subject of Triangles

Year 2022, Volume: 6 Issue: 12, 84 - 94, 11.11.2022

Mehmet Kızıltoprak Cahit Pesen

https://doi.org/10.31458/iejes.1094920
Cited By: 1

Abstract

This study aims to research the effect of cooperative learning on the academic success of 8th grade students in the subject of triangles in mathematics. The study, in which the Mixed Method was used, was carried out on a total of 84 students studying two classes of a secondary school affiliated to the Ministry of National Education in the spring semester of 2017-2018 academic year. The study includes an experiment group and a control group. During the period of the four-week application process, the lessons are introduced using the cooperative learning method in the experiment group and using the traditional learning method in the control group. “Mathematical Success Test” developed by the researchers is held for experiment and control groups as pre-test and post-test in order to collect data. Furthermore, an open-ended semi-structured interview form is used at the end of the process to collect the opinions of students on the cooperative learning method. The data were analysed using SPSS.24 statistics program. Statistical analyses such as dependent and independent t-test, arithmetic mean, standard deviation, frequency and percentages were used to analyse the data. The collected data were tested at a significance level of 0,05. As a result of the study, a significant difference was determined in favour of the experiment group in terms of the post-test success levels. At the end of the study, experiment group students stated that they found the cooperative learning method beneficial and it helped improve sharing, communication, responsibility, and feelings of belonging and confidence.

Keywords

Cooperative learning triangles academic success student opinions

References

  • Aktepe, V., Tahiroğlu, M., & Acer, T. (2015). Matematik öğretiminde kullanılan öğretim yöntemlerine ilişkin öğrenci görüşleri [Student opinions on methods used in mathematics education]. Nevşehir Hacı Bektaş Veli University Journal of Social Sciences 4(2015), 127-143.
  • Angell, C. (2014). Cooperative learning in the classroom. The Graduate Faculty and the College of Education, Eastern Oregon University.
  • Atav, E., Akkoyunlu, B., & Sağlam, N. (2006). Öğretmen adaylarının internete erişim olanakları ve kullanım amaçları [Prospective teachers' internet access facilities and their internet usage]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 30(30), 37-44.
  • Baki, A., & Gökçek, T. (2012). Karma yöntem araştırmalarına genel bir bakış [A general overview of mixed method researches]. Electronic Journal of Social Sciences, 11(42), 1-21.
  • Berg, L. B. & Lune, H. (2011). Qualitative research methods for the social sciences, Boston, USA.
  • Bilgin, T. (2004). İlköğretim yedinci sinif matematik dersinde (çokgenler konusunda) öğrenci takimlari başari bölümleri tekniğinin kullanimi ve uygulama sonuçlari [Use of student teams and success sections (STAV) technique in seventh grade mathematics lesson (on polygons) and application results]. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 17(1), 19-28.
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2016). Bilimsel araştırma yöntemleri [Scientific research methods]. Ankara: Pegem Akademi Publishing.
  • Chan, L. L., & Noraini, İ. (2017). Cooperative learning in mathematics education. International Journal of Academic Research in Business and Social Sciences, 7(3), 539-553.
  • Çelen, F.K. & Seferoğlu, S.S. (2016). Bilgi ve iletişim teknolojilerinin kullanımı ve etik olmayan davranışlar: sorunlar, araştırmalar ve değerlendirmeler. Journal of Computer and Education Research, 4 (8), 124-153. https://doi.org/10.18009/jcer.37546
  • Çiftçi, O. (2018). Üçgenler konusundaki öğrenme güçlüklerinin belirlenerek önlenmesine yönelik tasarlanan teknoloji destekli işbirlikli öğrenme ortamının incelenmesi [The investıgation of the technology supported cooperative learning environment designed for the prevention of learning dıffıculties in triangles]. Doktora Tezi, Atatürk Üniversitesi, Erzurum [Doctoral dissertation, Atatürk University, Erzurum, Turkey].
  • Demirel, Ö., (2006). Eğitimde program geliştirme [Programme development in education]. Ankara: Pegem Akademi Yayınları [Ankara: Pegem Akademi Publishing].
  • Dursun, Ş. & Bindak, R. (2011). İlköğretim II. kademe öğrencilerinin matematik kaygılarının incelenmesi [The investigation of elementary school students’ mathematics anxiety]. Cumhuriyet Üniversitesi, Edebiyat Fakültesi Sosyal Bilimler Dergisi, 35 (1), 18-21.
  • Efe, M. (2011). İşbirlikli öğrenme yönteminin ilköğretim 7. sınıf öğrencilerinin matematik dersi “istatistik ve olasılık” ünitesindeki başarılarına, tutumlarına ve motivasyonlarına etkisi [The effects of cooperative learning method of students? teams- achievement divisions and team assisted individualization instructions on students? attitudes, achievement and motivation at primary 7th grade `statistics and probability? units on mathematics course]. (Master’s thesis, Mustafa Kemal University, Hatay, Turkey).
  • Gelici, Ö. (2008). İşbirlikli öğrenme tekniklerinin ilköğretim 7. sınıf öğrencilerinin matematik dersi cebir öğrenme alanındaki başarı, tutum ve eleştirel düşünme becerilerine etkileri [The effects of cooperative learning techniques on the stidents’ achievement in algebra learning, their attitudes, and on their critical thinking skills]. (Master’s thesis, Mustafa Kemal University, Hatay, Turkey).
  • Johnsen, S. (2009). Improving achievement and attitude through cooperative learning in math class action research projects, Lincoln Unıversty, Nebraska, USA.
  • Johnson, D. W., Johnson, R. T. & Holubec, E. J. (2008). Cooperation in the classroom (8th Ed.). Edina, MN: Interaction Book Company.
  • Katipoğlu, M., & Öncü, B. (2015). Sosyal bilgiler öğretmeni adaylarına göre matematik dersinin neden zor algılandığına yönelik öğrenci görüşleri [Students’ views towards the reason why mathematics is hardly being perceived according to social studies teacher candidates]. International Journal of Social Sciences and Education Research. 1(4), 1120-1131.
  • Kılıç, S. (2013). Örnekleme yöntemleri [sampling methods], Journal of Mood Disorders, 3(1), 44-46.
  • Küçükilhan, S. (2013). ÖTBB tekniğinin sosyal bilgiler dersindeki akademik başarıya ve kalıcılığa etkisi [The effects of students teams-achievement divisions method on academic success and permanence in social sciences les]. (Master’s thesis, Afyon Kocatepe University, Turkey).
  • Kuzucuoğlu, G. (2006). İşbirlikli öğrenme yönteminin ilköğretim beşinci sınıf öğrencilerinin matematik dersindeki başarılarına etkisi [The effect of cooperative learning methods on the success of the 5th class's students in primary school in the mathematic lesson]. (Master’s thesis, Afyon Kocatepe University, Afyonkarahisar, Turkey).
  • Leech, N. L., & Onwuegbuzie, A. J. (2009). A typology of mixed methods research designs. Qual Quant, 43, 265–275.
  • Macit, E. & Aslaner, R. (2019). Ortaokul matematik derslerinde işbirlikli öğrenmenin kullanılmasına ilişkin öğretmen görüşleri [Views of teacher on using cooperative learning in math lessons at primary school]. Journal of Science, Mathematics, Entrepreneurship and Technology Education, 2(2), 134-157.
  • Özdamar, K. (1999). Paket programlar ile istatistiksel veri analizi 1 [Data analysis I with package programs], Eskişehir: Kaan Kitabevi, [Eskişehir: Kaan Publishing].
  • Pehlivan, H., (2010, May). Eğitimde yapılandırmacı yaklaşım [Constructivist approach in education], 1. Ulusal Eğitim Programları ve Öğretim Kongresi,13-15 Mayıs, Balıkesir.
  • Pesen, A. & Bakır, B. (2016). İşbirliğine dayalı öğrenme yaklaşımının 6. sınıf öğrencilerinin matematik dersi alan konusundaki başarılarına etkisi [The effect of cooperative learning approach on 6th grade students’ success in the ‘field’ subject in mathematics]. Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi, 6(11), 71-84.
  • Slavin, R. E. (1990). Comprehensive cooperative learning methods: embedding cooperative learning in the curriculum and school, cooperative learning, In S. Sahran (Ed.), NY: Theory and Research Slavin.
  • Tanışlı, D., & Sağlam, M. (2006). Matematik öğretiminde işbirlikli öğrenmede bilgi değişme tekniğinin etkililiği [Effectiveness of the exchange of knowledge method ın cooperative learning in mathematics teaching]. Journal of Theory and Practice in Education, 2(2), 47-67.
  • Timayi, J. M., Bolaji, C., & Kajuru, Y. K. (2015). Effects of jigsaw IV cooperative learning strategy (J4CLS) on academic performance of secondary school students in geometry. International Journal of Mathematics Trends and Technology, 28(1), 12-18.
  • Türkmen, H. (2016). İşbirlikli öğrenme sürecinde öğretmen bakış açıları ve öğretmen yönlendirmelerinin değerlendirilmesi, [Assessment of teacher perspectives and directions on the collaborative learning process]. Journal of European Education, 6(1), 60-72.
  • Ünlü, M., & Aydıntan, S. (2011). İşbirlikli öğrenme yönteminin 8. sınıf öğrencilerinin matematik dersi “permütasyon ve olasılık” konusunda akademik başarı ve kalıcılık düzeylerine etkisi [The effect of cooperative learning method on the student’s success and recall levels of the 8 th grade students learning in permutation and probability subject]. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi,12(3), 1-16.
  • Ünver, G., Bümen, N. T., & Başbay, M. (2010). Ortaöğretim alan öğretmenliği tezsiz yüksek lisans derslerine öğretim elemanı bakışı: Ege üniversitesi örneği [Faculty members’ perspectives towards secondary teacher education graduate courses at Ege university]. Eğitim ve Bilim Dergisi, 155 (35), 63-77.
  • Ural, A., & Argün, Z. (2010). İşbirlikli öğrenmenin matematik mantığı ve tutuma etkisi [The effect of cooperative learning on mathematics achievement and attitudes]. Türk Eğitim Bilimleri Dergisi, 8(2), 489-516.
  • Yıldırım, A. & Şimşek, H., (2006). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. Ankara: Seçkin Yayıncılık [Ankara: Seçkin Publishing].
  • Yıldız, N. (2001). İşbirlikli öğrenme yönteminin ilköğretim 7. sınıf matematik öğretiminde öğrenci başarısı üzerine etkisi [The effect of learning method on student achievement in mathematics teaching of primary school 7th class]. (Master’s thesis, Balıkesir University, Turkey).
  • Zakaria, E., Chin, L. C., & Daud, Y. (2010). The effects of cooperative learning on students’ mathematics success and attitude towards mathematics. Journal of Social Sciences, 6(2), 272-275.
  • Ziegler, G. M., & Loss, A. (2017). “What is mathematics?” and why we should ask, where one should experience and learn that, and how to teach it, Proceedings of the 13th International Congress on Mathematical Education, 63-77, Hamburg, Germany.

The Effect of Cooperative Learning on Academic Success Levels of 8th Grade Students in the Subject of Triangles

Year 2022, Volume: 6 Issue: 12, 84 - 94, 11.11.2022

Mehmet Kızıltoprak Cahit Pesen

https://doi.org/10.31458/iejes.1094920
Cited By: 1

Abstract

This study aims to research the effect of cooperative learning on the academic success of 8th grade students in the subject of triangles in mathematics. The study, in which the Mixed Method was used, was carried out on a total of 84 students studying two classes of a secondary school affiliated to the Ministry of National Education in the spring semester of 2017-2018 academic year. The study includes an experiment group and a control group. During the period of the four-week application process, the lessons are introduced using the cooperative learning method in the experiment group and using the traditional learning method in the control group. “Mathematical Success Test” developed by the researchers is held for experiment and control groups as pre-test and post-test in order to collect data. Furthermore, an open-ended semi-structured interview form is used at the end of the process to collect the opinions of students on the cooperative learning method. The data were analysed using SPSS.24 statistics program. Statistical analyses such as dependent and independent t-test, arithmetic mean, standard deviation, frequency and percentages were used to analyse the data. The collected data were tested at a significance level of 0,05. As a result of the study, a significant difference was determined in favour of the experiment group in terms of the post-test success levels. At the end of the study, experiment group students stated that they found the cooperative learning method beneficial and it helped improve sharing, communication, responsibility, and feelings of belonging and confidence.

Keywords

Cooperative learning triangles academic success student opinions.

References

  • Aktepe, V., Tahiroğlu, M., & Acer, T. (2015). Matematik öğretiminde kullanılan öğretim yöntemlerine ilişkin öğrenci görüşleri [Student opinions on methods used in mathematics education]. Nevşehir Hacı Bektaş Veli University Journal of Social Sciences 4(2015), 127-143.
  • Angell, C. (2014). Cooperative learning in the classroom. The Graduate Faculty and the College of Education, Eastern Oregon University.
  • Atav, E., Akkoyunlu, B., & Sağlam, N. (2006). Öğretmen adaylarının internete erişim olanakları ve kullanım amaçları [Prospective teachers' internet access facilities and their internet usage]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 30(30), 37-44.
  • Baki, A., & Gökçek, T. (2012). Karma yöntem araştırmalarına genel bir bakış [A general overview of mixed method researches]. Electronic Journal of Social Sciences, 11(42), 1-21.
  • Berg, L. B. & Lune, H. (2011). Qualitative research methods for the social sciences, Boston, USA.
  • Bilgin, T. (2004). İlköğretim yedinci sinif matematik dersinde (çokgenler konusunda) öğrenci takimlari başari bölümleri tekniğinin kullanimi ve uygulama sonuçlari [Use of student teams and success sections (STAV) technique in seventh grade mathematics lesson (on polygons) and application results]. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 17(1), 19-28.
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2016). Bilimsel araştırma yöntemleri [Scientific research methods]. Ankara: Pegem Akademi Publishing.
  • Chan, L. L., & Noraini, İ. (2017). Cooperative learning in mathematics education. International Journal of Academic Research in Business and Social Sciences, 7(3), 539-553.
  • Çelen, F.K. & Seferoğlu, S.S. (2016). Bilgi ve iletişim teknolojilerinin kullanımı ve etik olmayan davranışlar: sorunlar, araştırmalar ve değerlendirmeler. Journal of Computer and Education Research, 4 (8), 124-153. https://doi.org/10.18009/jcer.37546
  • Çiftçi, O. (2018). Üçgenler konusundaki öğrenme güçlüklerinin belirlenerek önlenmesine yönelik tasarlanan teknoloji destekli işbirlikli öğrenme ortamının incelenmesi [The investıgation of the technology supported cooperative learning environment designed for the prevention of learning dıffıculties in triangles]. Doktora Tezi, Atatürk Üniversitesi, Erzurum [Doctoral dissertation, Atatürk University, Erzurum, Turkey].
  • Demirel, Ö., (2006). Eğitimde program geliştirme [Programme development in education]. Ankara: Pegem Akademi Yayınları [Ankara: Pegem Akademi Publishing].
  • Dursun, Ş. & Bindak, R. (2011). İlköğretim II. kademe öğrencilerinin matematik kaygılarının incelenmesi [The investigation of elementary school students’ mathematics anxiety]. Cumhuriyet Üniversitesi, Edebiyat Fakültesi Sosyal Bilimler Dergisi, 35 (1), 18-21.
  • Efe, M. (2011). İşbirlikli öğrenme yönteminin ilköğretim 7. sınıf öğrencilerinin matematik dersi “istatistik ve olasılık” ünitesindeki başarılarına, tutumlarına ve motivasyonlarına etkisi [The effects of cooperative learning method of students? teams- achievement divisions and team assisted individualization instructions on students? attitudes, achievement and motivation at primary 7th grade `statistics and probability? units on mathematics course]. (Master’s thesis, Mustafa Kemal University, Hatay, Turkey).
  • Gelici, Ö. (2008). İşbirlikli öğrenme tekniklerinin ilköğretim 7. sınıf öğrencilerinin matematik dersi cebir öğrenme alanındaki başarı, tutum ve eleştirel düşünme becerilerine etkileri [The effects of cooperative learning techniques on the stidents’ achievement in algebra learning, their attitudes, and on their critical thinking skills]. (Master’s thesis, Mustafa Kemal University, Hatay, Turkey).
  • Johnsen, S. (2009). Improving achievement and attitude through cooperative learning in math class action research projects, Lincoln Unıversty, Nebraska, USA.
  • Johnson, D. W., Johnson, R. T. & Holubec, E. J. (2008). Cooperation in the classroom (8th Ed.). Edina, MN: Interaction Book Company.
  • Katipoğlu, M., & Öncü, B. (2015). Sosyal bilgiler öğretmeni adaylarına göre matematik dersinin neden zor algılandığına yönelik öğrenci görüşleri [Students’ views towards the reason why mathematics is hardly being perceived according to social studies teacher candidates]. International Journal of Social Sciences and Education Research. 1(4), 1120-1131.
  • Kılıç, S. (2013). Örnekleme yöntemleri [sampling methods], Journal of Mood Disorders, 3(1), 44-46.
  • Küçükilhan, S. (2013). ÖTBB tekniğinin sosyal bilgiler dersindeki akademik başarıya ve kalıcılığa etkisi [The effects of students teams-achievement divisions method on academic success and permanence in social sciences les]. (Master’s thesis, Afyon Kocatepe University, Turkey).
  • Kuzucuoğlu, G. (2006). İşbirlikli öğrenme yönteminin ilköğretim beşinci sınıf öğrencilerinin matematik dersindeki başarılarına etkisi [The effect of cooperative learning methods on the success of the 5th class's students in primary school in the mathematic lesson]. (Master’s thesis, Afyon Kocatepe University, Afyonkarahisar, Turkey).
  • Leech, N. L., & Onwuegbuzie, A. J. (2009). A typology of mixed methods research designs. Qual Quant, 43, 265–275.
  • Macit, E. & Aslaner, R. (2019). Ortaokul matematik derslerinde işbirlikli öğrenmenin kullanılmasına ilişkin öğretmen görüşleri [Views of teacher on using cooperative learning in math lessons at primary school]. Journal of Science, Mathematics, Entrepreneurship and Technology Education, 2(2), 134-157.
  • Özdamar, K. (1999). Paket programlar ile istatistiksel veri analizi 1 [Data analysis I with package programs], Eskişehir: Kaan Kitabevi, [Eskişehir: Kaan Publishing].
  • Pehlivan, H., (2010, May). Eğitimde yapılandırmacı yaklaşım [Constructivist approach in education], 1. Ulusal Eğitim Programları ve Öğretim Kongresi,13-15 Mayıs, Balıkesir.
  • Pesen, A. & Bakır, B. (2016). İşbirliğine dayalı öğrenme yaklaşımının 6. sınıf öğrencilerinin matematik dersi alan konusundaki başarılarına etkisi [The effect of cooperative learning approach on 6th grade students’ success in the ‘field’ subject in mathematics]. Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi, 6(11), 71-84.
  • Slavin, R. E. (1990). Comprehensive cooperative learning methods: embedding cooperative learning in the curriculum and school, cooperative learning, In S. Sahran (Ed.), NY: Theory and Research Slavin.
  • Tanışlı, D., & Sağlam, M. (2006). Matematik öğretiminde işbirlikli öğrenmede bilgi değişme tekniğinin etkililiği [Effectiveness of the exchange of knowledge method ın cooperative learning in mathematics teaching]. Journal of Theory and Practice in Education, 2(2), 47-67.
  • Timayi, J. M., Bolaji, C., & Kajuru, Y. K. (2015). Effects of jigsaw IV cooperative learning strategy (J4CLS) on academic performance of secondary school students in geometry. International Journal of Mathematics Trends and Technology, 28(1), 12-18.
  • Türkmen, H. (2016). İşbirlikli öğrenme sürecinde öğretmen bakış açıları ve öğretmen yönlendirmelerinin değerlendirilmesi, [Assessment of teacher perspectives and directions on the collaborative learning process]. Journal of European Education, 6(1), 60-72.
  • Ünlü, M., & Aydıntan, S. (2011). İşbirlikli öğrenme yönteminin 8. sınıf öğrencilerinin matematik dersi “permütasyon ve olasılık” konusunda akademik başarı ve kalıcılık düzeylerine etkisi [The effect of cooperative learning method on the student’s success and recall levels of the 8 th grade students learning in permutation and probability subject]. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi,12(3), 1-16.
  • Ünver, G., Bümen, N. T., & Başbay, M. (2010). Ortaöğretim alan öğretmenliği tezsiz yüksek lisans derslerine öğretim elemanı bakışı: Ege üniversitesi örneği [Faculty members’ perspectives towards secondary teacher education graduate courses at Ege university]. Eğitim ve Bilim Dergisi, 155 (35), 63-77.
  • Ural, A., & Argün, Z. (2010). İşbirlikli öğrenmenin matematik mantığı ve tutuma etkisi [The effect of cooperative learning on mathematics achievement and attitudes]. Türk Eğitim Bilimleri Dergisi, 8(2), 489-516.
  • Yıldırım, A. & Şimşek, H., (2006). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. Ankara: Seçkin Yayıncılık [Ankara: Seçkin Publishing].
  • Yıldız, N. (2001). İşbirlikli öğrenme yönteminin ilköğretim 7. sınıf matematik öğretiminde öğrenci başarısı üzerine etkisi [The effect of learning method on student achievement in mathematics teaching of primary school 7th class]. (Master’s thesis, Balıkesir University, Turkey).
  • Zakaria, E., Chin, L. C., & Daud, Y. (2010). The effects of cooperative learning on students’ mathematics success and attitude towards mathematics. Journal of Social Sciences, 6(2), 272-275.
  • Ziegler, G. M., & Loss, A. (2017). “What is mathematics?” and why we should ask, where one should experience and learn that, and how to teach it, Proceedings of the 13th International Congress on Mathematical Education, 63-77, Hamburg, Germany.
There are 36 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Article
Authors

Mehmet Kızıltoprak 0000-0002-0819-2751

Cahit Pesen 0000-0001-9071-2770

Early Pub Date October 31, 2022
Publication Date November 11, 2022
Submission Date March 29, 2022
Published in Issue Year 2022 Volume: 6 Issue: 12

Cite

APA Kızıltoprak, M., & Pesen, C. (2022). The Effect of Cooperative Learning on Academic Success Levels of 8th Grade Students in the Subject of Triangles. International E-Journal of Educational Studies, 6(12), 84-94. https://doi.org/10.31458/iejes.1094920

Cited By

The Effect of Teaching Percentages with Creative Drama Method on the Academic Achievement of Fifth Grade Students and Permanence of Knowledge
Journal of Computer and Education Research
https://doi.org/10.18009/jcer.1162803
 Download Cover Image

21067   13894              13896           14842

We would like to share important news with you. International e-journal of Educational Studies indexed in EBSCO Education Full Text Database Coverage List H.W. Wilson Index since January 7th, 2020.
https://www.ebsco.com/m/ee/Marketing/titleLists/eft-coverage.pdf

IEJES has been indexed in the Education Source Ultimate database, which is the upper version of the Education Full Text (H.W. Wilson) and Education Full Text (H.W. Wilson) database, from 2020 to the present.

https://www.ebsco.com/m/ee/Marketing/titleLists/esu-coverage.htm

Creative Commons License


This work is licensed under a Creative Commons Attribution 4.0 International License.