Effects of two different cooperative learning techniques on students’ academic achievements

The aim of this study is to determine the effects of two different cooperative learning techniques (Student Teams-Achievement Divisions technique and Jigsaw technique) on academic achievement of seventh grade students at unit of the “Electricity in Our Life”. The subjects of the study were 62 seventh grade students at a primary school in Erzurum, who were in two different classes and taught by the same teacher at 2011-2012 education year. One of the classes was randomly selected as the Student Teams-Achievement Divisions Group (STADG), using group student teams-achievement divisions technique and the second served as the Jigsaw Group (JG), using group jigsaw technique. The main instruments for obtaining data were the Electricity in Our Life Academic Achievement Test (EOLAAT). The study results were analyzed by SPSS. The data obtained on instruments were evaluated by using descriptive statistic, independent samples groups t test, paired sample groups t test and effect sizes. As the results of the EOLAAT revealed that student teams-achievement divisions technique is more successful than jigsaw technique in the unit “electricity in our life”.