@article{article_314721, title={Effects of Cooperative Learning Methods on the Achievement and Retention at the Social Studies Lesson}, journal={Kastamonu Education Journal}, volume={25}, pages={777–791}, year={2017}, DOI={10.24106/kefdergi.314721}, author={Yılar, Murat Bayram and Şimşek, Ufuk}, keywords={Jigsaw,Okuma-Yazma-Uygulama,Grup Araştırması,Akademik Başarı ve Kalıcılık}, abstract={The aim of the study is to determine the effect of the jigsaw, reading-writing-presentation and group investigation techniques which are used in cooperative learning on the academic success and retention of secondary school 6th grade students. In the study, a pre-test/post-test was used without a control group experimental design, and they were conducted with three experimental groups randomly determined at three different classes. Each experimental group was called with the name of cooperative teaching method applied to them. Thus, the first group was determined as the “Jigsaw Group” (JG), the second was selected as the “Reading-Writing- Presenting Group “(RWPG) and the third was selected as the “Group Investigation Group” (GIG). The sample of study consists of 92 6th-class students in total, studying at three different classes of Erzurum Sabanci secondary state school in the second half semester of the 2012- 2013 academic year. The teaching of the unit “Democracy’s Adventure” in the social studies course to the each experimental groups were carried out by using the mentioned methods in a 5-week period. The Academic Achievement Test (AAT) developed by the researcher was used in research as a pretest-posttest and a retention test as a data collection tool. The results of the statistical analysis obtained from the study show that group investigation method is more effective than other cooperative learning methods in terms of both academic achievement and retention. }, number={2}, publisher={Kastamonu Üniversitesi}