Effects of reading-writing-application and learning together techniques on 6 th grade students’ academic achievements on the subject of “matter and temperature

 The aim of this study was to determine the effects of Reading- Writing-Application technique, Learning Together technique and according to teaching techniques suggested by course books developed based on Science and Technology teaching program and approved by Ministry of Education on students’ academic achievements on the subject of “matter and temperature” and attainment level of students regarding the experiments. Sample of the study comprised a total of 92 6th grade students from three different classes of a primary school. As data collection tools; Academic Achievement Test (AAT) and Experimental Achievement Test (EAT) were used. The study was conducted in three different groups, each representing a different learning method. These groups were; the Reading-Writing-Application Group (RWAG), Learning Together Group (LTG) and the Control Teaching Group (CTG). For data analyzes; descriptive statistics, one-way analyzes of variance (ANOVA), paired group t-test and effect sizes were used. Conclusively, it was determined that effects of Reading-Writing-Application technique and Learning Together technique on students’ academic achievements and attainment level of students regarding the experiments were much higher compared to according to teaching techniques suggested by course books developed based on Science and Technology teaching program and approved by Ministry of Education. It was further determined that the amount of increase in the achievement level created by cooperative groups (RWAG and LTG) were much higher in comparison to increase in attainment level of students regarding the experiments.

,

Cooperative Learning ,

Reading-Writing-Application technique ,

Learning Together technique ,