Akademik Veri Yönetim Sistemi
CUKUROVA UNIVERSITY FACULTY OF EDUCATION JOURNAL, cilt.46, sa.2, ss.427-440, 2017 (ESCI)
The aim of this study is to determine the effects of Student Teams Achievement Divisions (STAD) and Learning Together (LT) methods of cooperative learning model and the conventional methods on academic achievement and retention of the knowledge leraned in the subject of Analytic Examination of the Circle of candidates of primary school mathematics teaching. Quantitative research methods are used in and this study is designed according quasi-experimental to pre-test, post-test design with control group. The sampling of the study is formed by the 76 students in normal and evening education groups of 3rd grade in primary school mathematics teaching department at a state university. The achievement test formed by the researcher, module tests are used as data collection tools in the study. The study is held with 2 experimental and 1 control groups in totally three classes. STAD method is used in the first group, LT is used in the second group, and the conventional methods are used in the third group. Descriptive statistics, one way variance analyses (ANOVA) and LSD multiple comparison tests are used in the analyses of quantitative data. Consequently, it is seen that STAD and LT methods are more effective on academic achievement of the students and the retention of the knowledge. It is also seen that STAD is more effective on academic achievement and LT is more effective on retention.