@article{2019,title={Investigation of the Effects of Jigsaw and Reading Writing Application (OYU) Methods on Academic Achievement of Students in Social Studies Course},abstractNode={The purpose of this study is to determine the effect of the teaching methods of cooperative learning model Jigsaw and Reading Writing Application (OYU) on the academic achievement of the students in the seventh grade. The design of the research carried out with mixed research method is the embedded design. The study group consisted of 65 seventh grade students in three different branches of a secondary school in Palandöken (Erzurum) in the academic year 2018-2019. Two experiments were conducted with a control group. The application was carried out for six weeks using the relevant methods. Academic Achievement Test (ABT) and open-ended opinion form were used as data collection tools. The ABT pretest and posttest scores of the experimental and control group students were analyzed by ANOVA and T-Test, and the qualitative data obtained from the opinion form were analyzed by frequency and percentage distributions and by using direct interpretation data analysis methods. There was no significant difference between the pre-test levels of the students in the experimental groups and the pre-knowledge levels of the students in the control group. It was determined that the difference between the experimental groups where both Jigsaw and OYU methods were applied and the control group that applied the program-based teaching method were significantly higher. According to the obtained data, when we made a comparison between Jigsaw and OYU methods applied to two experimental groups, it was concluded that the academic achievement of the students in the experimental group where the OYU method was applied was higher than the academic achievement of the students in the experimental group where the Jigsaw method was applied. According to the qualitative data obtained, the students of Jigsaw and OYU group stated that they learned the subjects better, improved their friendship relations and developed some social skills. However, while applying methods, negative expressions such as not asking the students the opinions of the group members, not giving individual scoring, and being insensitive to the members of the group were indicated by the students.},author={Sinan AKDAĞ-Ufuk ŞİMŞEK},year={2019},journal={Turkish Studies-Educational Sciences}}