Influence of the Subject Jigsaw Technique on Elementary School Seventh Grade Students’ Academic Achievement and On Their Problem Solving Skills

Abstract

The purpose of this study was to examine the influence of the subject jigsaw technique on elementary school seventh grade students’ academic achievements and on their problem solving skills. The study was carried out on the basis of a quasi-experimental design with a pretest-posttest control group. The study group made up of control and experimental groups of 16 students in each included a total of 32 students. The research data were collected with the Narration Types Achievement Test, Problem Solving Inventory for Children and Student Interview Form for Process. Predictive statistics for the analysis of the quantitative data and the descriptive analysis technique for the qualitative data were applied. The results revealed a significant difference both in the experimental and control groups in terms of achievement before the application. On the other hand, with respect to problem solving skills, only in the experimental group was a significant difference found.