EFFECTIVENESS OF APPLYING THE LEARNING TOGETHER METHOD AT DIFFERENT INTERVALS IN TEACHING SCIENCE

Oct 15, 2026

Uploaded by Aditya

The study evaluates the effectiveness of the Learning Together (LT) method when applied at different intervals to improve middle school students’ academic success and science process skills. Using a Solomon Experimental Design, data were collected from 117 sixth and seventh graders in two public middle schools. Academic Achievement Tests and Science Process Skills Tests, along with Preliminary Information Tests, were used across a first-year and a one-year-later application structure. Results indicate increased internal and external validity.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages14

Reading Time35 min

AccessFree to download

1. Introduction

1.1. Cooperative Learning Model

Research Design and Method

Findings and Conclusion

EFFECTIVENESS OF APPLYING THE LEARNING TOGETHER METHOD AT DIFFERENT INTERVALS IN TEACHING SCIENCE Fulya ZORLU, Fatih SEZEK Abstract: The aim of this study was to examine effectiveness of applying learning together (LT) method at different intervals on improvement of middle school students' academic success and science process skills. The sample of study was cconsist of 117 sixth and seventh grade students in two puplic middle schools. In this study, the “Solomon Experimental Design” was used. In the first year of the application was conducted with sixth grade students, and in the second year, a year later, the same students who graduated to the seventh grade and an additional seventh grade class who had not participated the year before were included in the study. The experimental groups were applied the LT method and control groups were applied the existing method which the middle school science curriculum followed in Turkey was taught. As data collection tools, Preliminary Information Tests, Science Process Skills Tests and Academic Achievement Tests were used. According to the findings, the Solomon Experimental Design, applied twice different intervals in the same group of students, internal and external validity of the research was increased. In conclusion, it was found that the two-time application of the LT in teaching a subject to the same students group was more effective than the one-time. Key words: learning together method, middle science education, science process skills, Solomon experimental design 1. Introduction In the curriculum of science course in Turkey, "Knowledge", "Skill", "Affective" and "ScienceTechnology-Society-Environment" elements are included. With these, individuals are required to earn some qualifications. "Knowledge" learning area; Life, matter, different kinds of energy, concepts of motion and force, scientific information about the world and the universe. One of these areas of the knowledge is the sub-field "Substance and Change"; The nature of the substance, the characteristics of the substance and the changes that occur in the substance (MEB, 2013) . In the field of "Skill" learning, life skills as well as of science process skills is included to attainment. Because; It can be contributed by bringing science process skills to the cultivation of a genealogy that learns and produces knowledge in a true sense and is literate (Zorlu, Zorlu, Sezek and Akkuş, 2014) . In this context, the subfield of“Science Process Skills”; Including observing, measuring, classifying, recording data, constructing hypotheses, using and modeling data, changing and controlling variables, experimenting (MEB, 2013) . The aim in science courses is to gain science process skills as well as concepts of core knowledge for students. Science process skills (SPS) are mostly examined in two groups. Of them, basic skills can be learned from preschool and integrated skills can be learned from middle school (Ergin, Şahin-Pekmez, and Öngel-Erdal, 2005) . According to Zorlu et al. (2014), helping students acquire science process skills is very important to raise a generation who learns and teaches in real terms and who are science literate. SPS help acquire and use knowledge (Mei, Kaling, Xinyi, Sing, and Khoon, 2007) . To achieve science education's objectives by enabling students to learn abilities and habits for handling information with a scientific perspective, new methods and techniques have been used in science classes (Daşdemir and Doymuş, 2012; Köseoğlu and Kavak, 2001) . Researches are being carried out on Cooperative Learning Model in Turkey. It has been emphasized that in the meta-analysis studies that have been carried out in our country until now, the effects of conceptual change have been higher in the large working groups of this model (Sarıgöz, 2017; Şen and Yılmaz, 2013; Tuncer and Dikmen, 2017) . In addition, it was stated that the lowest effect size was in the field of chemistry education, the s

FAQs

What is the aim of applying the Learning Together method in this study?

The study examines how applying the Learning Together (LT) method at different intervals affects middle school students’ academic success and science process skills.

How was the research design structured?

The research used a Solomon Experimental Design across two years: sixth graders were taught in the first year, and the study was repeated with the same group in seventh grade plus an additional seventh grade class.

What were the main findings about applying LT one time vs. two times?

Applying the Learning Together (LT) method twice to the same student group was more effective than applying it once, and the design improved internal and external validity.

Oct 15, 2026

Uploaded by Aditya