The Effect of Cooperative Learning Method and Systematic Teaching on Students Achievement and Retention of Knowledge in Social Studies Lesson
Yazarlar (2)
Selma Korkmaz Toklucu
Prof. Dr. Bayram TAY Kırşehir Ahi Evran Üniversitesi, Türkiye
| Makale Türü |
Özgün Makale
(Diğer hakemli uluslarası dergilerde yayınlanan tam makale)
|
||
| Dergi Adı | Eurasian Journal of Educational Research | ||
| Dergi ISSN | 1302-597X Wos Dergi Scopus Dergi | ||
| Dergi Tarandığı Indeksler | Journals Indexed in Eric | ||
| Makale Dili | İngilizce | Basım Tarihi | 12-2016 |
| Kabul Tarihi | 12-04-2026 | Yayınlanma Tarihi | – |
| Cilt / Sayı / Sayfa | 16 / 66 / 1–35 | DOI | 10.14689/ejer.2016.66.18 |
| Makale Linki | http://www.ejer.com.tr/tr/index.php?git=22&kategori=163&makale=1097 | ||
| Özet |
| ProblemStatement Manyeffective instructional strategies, methods, and techniques, which weredeveloped in accordance with constructivist approach, can be used together insocial studies lessons. Constructivist education comprises active learningprocesses. Two active learning approaches are cooperative learning andsystematic teaching.Purposeof the Study The present study was conducted to determine theeffect of the cooperative learning method and the systematic teaching andconstructivist learning approaches on student achievement and retention inteaching the social studies lesson unit “The Place We Live” in a 4th gradeclass at the elementary school level.Method Theresearch was based on pretest-posttest control group experimental design.Accordingly, experiment group 1 received instruction based on the cooperativelearning method, experiment group 2 received instruction based on thesystematic teaching method, and control groups 1 and 2 were instructed throughthe constructivist learning approach. A total of 110 students were assigned tothe experiment and control groups, and the paired samples t test and one-wayANOVA were used to analyze the data.FindingsThe results ofthe study suggested that the cooperative learning method and the systematicteaching and constructivist learning approaches are effective ways of enhancingstudents’ achievement. Conversely, experiment and control group post testscores were not significantly different from each other. The cooperativelearning method and the systematic teaching and constructivist learningapproaches (control-1) were found to secure retention of knowledge, but failedto … |
| Anahtar Kelimeler |
BM Sürdürülebilir Kalkınma Amaçları
| Atıf Sayıları | |
| Google Scholar | 44 |