THE EFFECTS OF COLLABORATİVE LEARNING APPROACH ON STUDENTS’ ACADEMIC SUCCESS IN TEACHING GEOGRAPHY SUBJECTS

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The aim of this study is to identify the effects of collaborative learning approach on students’ academic success in teaching geography subjects. Pre-test – post-test control group method is used in the study which is experimental. An achievement test was utilised to measure the academic success of the students. Experimental and control groups consisted of 40 people in total. While teaching geography subjects; collaborative learning approach is used in an experimental group, whereas traditional method is used in control group. A pre-test is applied to the groups before experimental treatment, and with this students’ cognitive and affective competence are detected. However, after the treatment post-test is applied to both of the groups. The analysis of the research data is made by “SPSS 16” packaged software; t-test, arithmetic mean, standard deviation and twoway analysis of variance (repeated variance) are used in accordance with sub-problems of the study. Obtained data are tested at .05 significance level. According to study results, there couldn’t be found a significant difference between groups in pre-test results, but a significant difference on behalf of the experimental group is found in post-test results.

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teaching geography , academic success , collaborative learning

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

867

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi