International Association of Educators   |  ISSN: 1554-5210

Original article | International Journal of Progressive Education 2021, Vol. 17(1) 196-209

The Effects of Cooperative Learning and Writing to Learn Applications on Academic Achievement

Emre Yıldız & Sinan Akdağ

pp. 196 - 209   |  DOI: https://doi.org/10.29329/ijpe.2021.329.13   |  Manu. Number: MANU-2002-06-0001.R1

Published online: February 01, 2021  |   Number of Views: 40  |  Number of Download: 158


Abstract

This study aims to investigate the effect of cooperative story writing and cooperative writing on the academic achievement of prospective social studies teachers in contemporary world history and the relationship between learning writing and course success. The method of the study is a quasi-experimental design with pre-test and post-test comparison groups. The study group of the research is composed of the pre-service social studies teachers who are studying at Atatürk University Kazım Karabekir Education Faculty in the 2019-2020 academic year. The research was carried out with two experimental groups in 6 weeks in total with 12-course hours. Academic achievement test, column, and story writing evaluation rubric were used as data collection tools. According to the data obtained from the pre-test pre-application to the prospective teachers, there was no significant difference between the pre-knowledge levels of the pre-service teachers with whom two different applications were performed. As a result of the study, it was found that cooperative story writing was a significant predictor of academic achievement, but cooperative corner writing was not a significant predictor of academic achievement. Besides, there is no significant difference between prospective teachers' writing skills and story writing skills.

Keywords: Cooperative learning, story, column, academic achievement, contemporary world history


How to Cite this Article?

APA 6th edition
Yildiz, E. & Akdag, S. (2021). The Effects of Cooperative Learning and Writing to Learn Applications on Academic Achievement . International Journal of Progressive Education, 17(1), 196-209. doi: 10.29329/ijpe.2021.329.13

Harvard
Yildiz, E. and Akdag, S. (2021). The Effects of Cooperative Learning and Writing to Learn Applications on Academic Achievement . International Journal of Progressive Education, 17(1), pp. 196-209.

Chicago 16th edition
Yildiz, Emre and Sinan Akdag (2021). "The Effects of Cooperative Learning and Writing to Learn Applications on Academic Achievement ". International Journal of Progressive Education 17 (1):196-209. doi:10.29329/ijpe.2021.329.13.

References
  1. Akçay, H., Özyurt, B. & Akçay, B. B. (2014).  The impacts of multimodal writing opportunities on science and technology teaching concerning student achievement and concept learning. Journal of Bayburt University Education Faulty, 9(2), 15-31. [Google Scholar]
  2. Akkılık, E. (2016). The predict-observed-explain instruction coupled with reflective journal writing for teaching electricity and magnetism: A quasi-experimental study with grade 10 students (Master thesis). Boğaziçi University, Turkey.  [Google Scholar]
  3. Arı, A. A., & Yıldırım, Z. (2017). The effects of writing activities on academic success on middle school students on algebraic expression. Social Sciences Studies Journal, 3(12), 2011-2019.  [Google Scholar]
  4. Ay, A. (2018). The effect of using letter and poetry as writing to learn activities on student success in social studies program (Doctoral Dissertation). Erzincan University, Turkey.  [Google Scholar]
  5. Aytaş, Ç. T., & Uğurel, I. (2016). The effects of an instruction practice based on the writing activities on students’ learnings in a mathematics class. Journal of Milli Eğitim, 211, 113-146 [Google Scholar]
  6. Baird, J. E., Zelin, R. C., & Ruggle, L. A. (1998). Experimental evidence on the benefits of using “writing to learn” activities in accounting courses. Issues in Accounting Education, 13(2), 259-276. [Google Scholar]
  7. Balgopal, M. M., & Wallace, A. M. (2009). Decisions and dilemmas: using writing to learn activities to increase ecological literacy. The Journal of Environmental Education, 40(3), 13-26. [Google Scholar]
  8. Baltacı, A. (2013). Evalution of the teaching by using the methods of learning science and issisue of astronomy multi writing activities (Master thesis). Marmara University, Turkey.  [Google Scholar]
  9. Biber, B. (2012). Science teachers’ perceptions toward writing and levels of writing-to-learn implementations (Master thesis). Atatürk University, Turkey.  [Google Scholar]
  10. Bozat, Ö. (2014). The impact of letter as one of the writing to learn activities on achievement at fifth grade electricity in our life unit (Master thesis). Atatürk University, Turkey.  [Google Scholar]
  11. Çalik, T. & Sezgin, F. (2005). Globalization, information society and education. Journal of Kastamonu Education, 13(1), 55-66. [Google Scholar]
  12. Çontay, E. G. (2012). The effect of journal writing in surface area and volume of geometric solids on achievement and geometry self-efficacy of 8th grade students (Master thesis). Pamukkale University, Turkey.  [Google Scholar]
  13. Davis, J. J. (1996). An investigation of the relationship between writing-to-learn activities and learning outcomes for introductory statistics students (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses Global. (UMI No. 9633645) [Google Scholar]
  14. Delen, H. (1998). The Effect of cooperative learning on academic achievement of 5'th grade elemantary school students in social studies course (Master thesis). Çukurova University, Turkey. [Google Scholar]
  15. Emig, J. (1977). Writing as a mode of learning. College Composition and Communication, 28, 122-128. [Google Scholar]
  16. Field, A. (2013). Discovering statistics using IBM SPSS (4th ed.). Thousands Oaks, CA: Sage. [Google Scholar]
  17. Gere, A. R. (1985). Introduction. Gere, A. R. (Edt.), Roots in the Sawdust: Writing to Learn across the Disciplines in (1st Ed. pp. 1-9). USA, Illionis: NationalCouncil of Teachers of English. [Google Scholar]
  18. Gömleksiz, M. (1993). The effect of cooperative learning method and traditional method on democratic attitudes and achievement (Doctoral Dissertation). Çukurova University, Turkey. [Google Scholar]
  19. Günel, M., Uzoğlu, M. & Büyükkasap, E. (2009). Effects of using writing to learn activities on learning force unit in the primary education level. Journal of Gazi Univesity Gazi Education Faculty, 29(1), 379-399. [Google Scholar]
  20. Günel, M.; (2009). Writing as a cognitive process and learning tool in elementary science education. Elementary Education Online, 8(1), 200-211. [Google Scholar]
  21. Hand, B., Prain, V., & Wallace, C. (2002). Influences of writing tasks on students’ answers to recall and higher- level test questions. Research in Science Education, 32(1), 19-34. [Google Scholar]
  22. Hohenshell, L., Hand, B., & Staker, J. (2004). Promoting conceptual understanding of biotechnology: writingto a younger audince. The American Biology Teacher, 66(5), 333-338. [Google Scholar]
  23. Horton, E. G. & Diaz, N. (2011). Learning to write and writing to learn social work concepts: Application of writing across the curriculum strategies and techniques to a course for under graduate social work students. Journal of Teaching in Social Work, 31(1), 53-64. [Google Scholar]
  24. İncirci, A., & Parmaksız, R. Ş. (2016). Thee effects of writing to learn (WTL) on academic achievement and attitude to lesson in English classes. Universal Journal of Educational Research 4(9), 2163-2173. [Google Scholar]
  25. Johnson, D.W. & Johnson, R.T. (1992). Approaches to implementing cooperative learning in the social studies classroom, cooperative learning in the social studies classroom: an invitation social study, R.J, Stahland R.L., Vansicle (Eds). Washington National Council for the social studies, 87, 44-51. [Google Scholar]
  26. Karaca, M., Armağan, F. Ö. & Bektaş, O. (2015). The use of the reflective diaries in science lessons from the perspectives of eighth grade students. International Journal of Environmental & Science Education, 11(2), 53-74. [Google Scholar]
  27. Karaçağıl, C. (2014). The effect of using writing to learn activities in social studies on students' academic achievement (Master Thesis). Muğla Sıtkı Koçman University, Turkey.  [Google Scholar]
  28. Klein, P. D. (1999). Reopening inquiry into cognitive processes in writing-to-learn. Educational Psychology Review,11(3), 203-270. [Google Scholar]
  29. Klein, P. D., & Boscolo, P. (2016). Trends in research on writing as a learning activity. Journal of Writing Research, 7(3), 311- 350. [Google Scholar]
  30. Koçak, G. (2013). The impact of carrying out learning-oriented writing activities on academic success of junior science education students and retention on the subject of one dimension motion (Master Thesis). Atatürk University, Turkey.  [Google Scholar]
  31. Koçak, G., Köksal, A. P., Yıldız, E., Ürün Arıcı, N., Seven, S., Şimşek, Ü. (2018). Examination of the effect of writing to learn with cooperative method on academic achievement, retention and writing ability. International Conference on Research in Education and Science. [Google Scholar]
  32. Landis J.R., & Koch G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33(1), 159-74. [Google Scholar]
  33. Levin, T., & Wagner, T. (2006). In their own words: Understanding student conceptions of writing through their spontaneous metaphors in the science classroom. Instructional Science, 34, 227-278. [Google Scholar]
  34. Malof, J.E., White, V. K. B. (2005). Team study training in the college biology laboratory. Journal of Biological Education, 39(3), 120124. [Google Scholar]
  35. Mcmillan, J. H., & Schumacher, S. (2006). Research in education: Evidence-Basedinquiry. (6th ed.). Boston, MA: Allynand Bacon. [Google Scholar]
  36. Özturan S. M. (2010). Examining the educational effects of some writing activities according to student views. Educational Sciences: Theory and Practice, 10(4), 2501-2530. [Google Scholar]
  37. Özyurt, B. B. (2011). The effect of multimodal writing on student achievement valuation of teaching the reproduction growth and understanding of science concepts concerning livings unit (Master thesis). Marmara University, Turkey.  [Google Scholar]
  38. Prain, V., & Hand, B. (1996). Writing for learning in the junior secondary science classroom: issues arising from a case study. International journal of Science Education, 18(1), 117-128. [Google Scholar]
  39. Rouse, A. G., Graham, S., & Compton, D. (2017). Writing to learn in science: Effects on grade 4 students' understanding of balance. The Journal of Educational Research, 110(4), 366-379. doi: 10.1080/00220671.2015.1103688. [Google Scholar] [Crossref] 
  40. Shapiro, S.S., & Wilk, M.B. (1965). An analysis of variance test for normality (complete samples). Biometrika, 52(3/4), 591-611. [Google Scholar]
  41. Şimşek, Ü., Doymuş, K., & Karaçöp, A. (2008). The effect of group investigation technique applied in solutions unit on the learning of the particulate nature of matter by the students and their academic achievements. Journal of Bayburt University Education Faculty, 3(1-2), 87-99. [Google Scholar]
  42. Şimşek, U., Örten, H., Topkaya, Y., & Yılar, B. (2014). Opinions of prospective teachers about cooperative learning techniques . The Journal of Turkish Social Research, 18(1), 231-257. [Google Scholar]
  43. Slavin, R. E., Chamberlain, A., & Hurley, E. A. (2001). cooperative learning in the social studies: balancing the social and the studies, in cooperative learning in the social studies classroom: an introduction. (eds Stahl, Robert J. & Van Sickle, Ronald L., Tempe Arizona: National Council for the Social Studies Bulletin). [Google Scholar]
  44. Uzoğlu, M. (2010). Effects of using writing to learn activities on learning force and matter units in the primary education level (Doctoral thesis). Atatürk University, Turkey.  [Google Scholar]
  45. Uzun, S. & Alev, N. (2013). The effect of reading and writing to learn activities enriched environments on students achievement. Journal of Turkish Science Education, 10(2), 138-154. [Google Scholar]
  46. Watson, S. B. (1992). The essential elements of cooperative learning, The American Biology Teacher, 54(2), 84-86. [Google Scholar]
  47. Yıldız, E., Koçak, G., Ürün Arıcı, N., Şimşek, Ü. (2018). The effect of collaborative learning and writing activities for learning purposes on prospective teachers' success in physics laboratory and writing skills for learning. 27th Educational Sciences Congress. [Google Scholar]