Abstract

The purpose of the study is to compare the effects of Jigsaw-IV and the conventional teaching on the academic achievement of Turkish pre-service teachers as for the language teaching methods and techniques. In this study “pretest–post test with the control group model” was used. The subjects of the study are 62 undergraduate students at the Department of Turkish Language. The control group in which conventional teaching was used (n=30), and the experimental Jigsaw group (n=32) were randomly selected. The data for the groups’ academic achievement in terms of language teaching methods and techniques were gathered by means of language teaching methods and techniques achievement test (LTMTAT) as pre-test and post-test, and their views towards the Jigsaw IV technique taken through student opinion form (SOF) were analyzed. As a result of the statistical analysis, it appears there were considerable differences in favor of the experimental group in terms of academic achievement and retention level in language teaching methods and techniques. Moreover, it was concluded that students have positive attitudes towards Jigsaw IV.

Key words: Language teaching, methods and techniques, cooperative learning, Jigsaw IV, conventional teaching