Jigsaw Yöntemiyle Coğrafya Eğitiminde Başarının Artırılması

Yıl 2025, Cilt: 16 Sayı: 32, 283 - 300, 19.12.2025

Fahrettin Engin , M. Taner Şengün , Cihat Turan

https://doi.org/10.58689/eibd.1646264

Öz

Yenilenen coğrafya müfredatı, öğretmenlerin rehberlik ettiği, öğrencilerin ise deneyimsel öğrenme yoluyla aktif olarak bilgiyi inşa ettikleri öğrenci merkezli bir yaklaşımı vurgulamaktadır. Bu çalışma, Jigsaw işbirlikli öğrenme tekniğinin coğrafya dersinde öğrenci başarısı üzerindeki etkisini incelemektedir. Ön test-son test kontrol grubu deneysel tasarımı kullanılmıştır. 9. sınıf coğrafya müfredatının “Doğal Sistemler” ünitesini kapsayan bir başarı testi geliştirilmiş ve hem ön test hem de son test olarak uygulanmıştır. Deney grubu Jigsaw tekniği kullanılarak eğitim alırken, kontrol grubu geleneksel yöntemlerle eğitim almıştır. Çalışma, Elazığ merkezinde bulunan ve sınıf yerleştirmelerinin rastgele yapıldığı ve farklı akademik performans seviyelerine sahip öğrencilerin bulunduğu bir devlet lisesinde okuyan 58 9. sınıf öğrencisi (32 erkek ve 26 kız) ile gerçekleştirilmiştir. Kontrol grubundaki öğrenci kayıpları nedeniyle, deney grubu 34 öğrenciden, kontrol grubu ise 24 öğrenciden oluşmuştur. Veri analizleri SPSS kullanılarak yapılmıştır. Ön test ve son test puanlarını karşılaştırmak için tanımlayıcı istatistikler ve bağımsız ve eşleştirilmiş örneklem t-testleri uygulanmıştır. Bulgular, gruplar içinde ve gruplar arasında ön test ve son test puanları arasında önemli farklılıklar olduğunu ortaya koymuştur. Genel olarak, Jigsaw temelli eğitime katılım, geleneksel öğretime kıyasla öğrencilerin coğrafya başarılarında istatistiksel olarak anlamlı bir iyileşme sağlamıştır. Bu sonuçlar, işbirliğine dayalı öğrenmenin, öğrencilerin öğrenme çıktılarını geliştirmede geleneksel yöntemlerden daha etkili olduğunu göstermektedir.

Anahtar Kelimeler

İşbirlikli öğrenme , jigsaw , coğrafya , akran öğrenmesi , interaktif öğrenme

Enhancing Achievement in Geography Education Through the Jigsaw Method

Öz

The renewed geography curriculum emphasizes a student-centered approach in which teachers act as guides while students actively construct knowledge through experiential learning. This study investigates the effect of the Jigsaw cooperative learning technique on student achievement in geography. A pre-test–post-test control group experimental design was employed. An achievement test covering the “Natural Systems” unit of the 9th-grade geography curriculum was developed and administered as both the pre-test and post-test. The experimental group received instruction using the Jigsaw technique, while the control group was taught through traditional methods. The study was conducted with 58 9th-grade students (32 boys and 26 girls) enrolled in a public high school in central Elazığ, where class placements are random and include students with varying academic performance levels. Due to student attrition in the control group, the experimental group consisted of 34 students and the control group 24 students. Data analyses were conducted using SPSS. Descriptive statistics and independent and paired samples t-tests were applied to compare the pre-test and post-test scores. The findings revealed significant differences between the pre-test and post-test scores within and between groups. Overall, participation in the Jigsaw-based instruction produced a statistically significant improvement in students’ geography achievement compared to traditional teaching. These results indicate that cooperative learning is more effective than conventional methods in enhancing student learning outcomes.

Anahtar Kelimeler

Cooperative learning , jigsaw , geography , peer learning , interactive learning

Kaynakça

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