Bu çalışmada, lise 9. sınıflarda kümeler konusunun işbirlikli öğrenme yöntemi ve öğretmen merkezli öğrenme tekniği ile öğretilmesinin, öğrenci başarısı ile öğrencilerin kalıcılık seviyelerine etkileri araştırılmıştır. Deneysel yöntemin, öntest-sontest kontrol gruplu şeklinin kullanıldığı çalışma, 2015-2016 eğitim öğretim yılının birinci yarıyılında, Van ili merkez Mesut ÖZATA Anadolu lisesinden seçilen toplam 57 öğrenci üzerinde yürütülmüştür. Gruplar, deneysel durumu gözden geçirmek amacıyla, şans tekniğiyle deney ve kontrol grubu olmak üzere iki şekilde ele alınmıştır. Deney grubu 35, kontrol grubu 22 öğrenciden meydana gelmiştir. Deney grubuna dersler İşbirlikli Öğrenme Tekniğinin grup araştırma yöntemi ile yapılmıştır. Çalışmanın amacı; işbirlikli öğrenme teknikrinden grup araştırma tekniği ve geleneksel öğrenme tekniklerinin 9. sınıf kümeler konusundaki başarı durumu ve öğrenci değerlendirmelerinin etkileri araştırılmıştır. Araştırmada ölçme aracı olarak 20 çoktan seçmeli soru olmak üzere 20 sorudan oluşan test kullanılmıştır. Bu test, çalışmamıza katılan öğrencilere ön test ve son test olarak tatbik edilmiş ve aynı test çalışmanın sona ermesinden 2 ay sonra hatırda tutma testi olarak tekrar tatbik edilmiştir. Elde edilen problemlere yanıt aramak için veriler t testi ile incelenmiştir. Uygulanan değerlendirme sonucunda geleneksel öğretim tekniğinin işlendiği kontrol grubundaki öğrenciler ile başarı testinde işbirlikli öğrenme yönteminin işlendiği deney grubundaki öğrenciler arasında anlamlı bir fark görülmemiştir. Daha sonra uygulanan hatırda tutma testinde de kontrol grubunun lehine anlamlı fark görülmemiştir

In this study, it was investigated the effects of cooperative learning method and teacher centered learning technique of cluster topics in high school 9th grade on the retention levels of students with student success. The study using the experimental method with the pretestposttest control group was conducted on 57 students selected from the Mesut ÖZATA Anatolian High School in the province of Van in the first semester of the academic year of 2015-2016. The groups were handled in two ways to test the experimental situation, the experimental and control group with the luck technique. Experiment group 35, control group 22 students came to the scene. The lessons for the experimental group were made by the group research method of the Cooperative Learning Technique. Purpose of the study; Group research technique from collaborative learning technique and the success status of 9th class cohorts of traditional learning techniques and the effects of student evaluations were investigated. In the research, a test consisting of 20 questions, 20 multiple choice questions was used as a measurement tool. This test was applied as a pre-test and post-test to students who did not participate in the study and was reapplied as a retention test 2 months after the end of the study. The obtained problems were examined by means of t test to find the answer. As a result of the evaluation, there was no significant difference between the students in the control group in which traditional teaching techniques were processed and the students in the experimental group in which the cooperative learning method was applied in the achievement test. There was no significant difference in favor of the control group in the later retention test In this study, it was investigated the effects of cooperative learning method and teacher centered learning technique of cluster topics in high school 9th grade on the retention levels of students with student success. The study using the experimental method with pre-testposttest control group was conducted on 57 students selected from Mesut ÖZATA Anatolian High School in Van province in the first semester of 2015-2016 academic year. The groups were divided into two groups as experiment and control group by chance method to control the experimental situation. In the determination of experimental and control groups, neutral assignment method was adopted and a lot was drawn between classes 9A and 9B for this purpose. At the end of the draw, the 9B branch test was selected as the 9A branch control group. The experimental group was divided into 7 groups of 5 persons and group survey method was applied. In the control group, the subjects are taught by traditional learning method. In both groups, a total of 30 lessons were taught for 6 weeks. The experimental group was composed of 35 students and the control group was composed of 22 students. For the experimental group, the courses were processed by group research method of Cooperative Learning Method. Purpose of the study; Group research method from collaborative learning techniques and the effects of traditional learning methods on achievement motivation and student evaluations in the 9th grade group. The test, which was prepared as a draft, came out of 30 questions and applied to 10th grade students of Mesut ÖZATA Anatolian High School in Van province and then the discrimination index of each item was examined. Twenty questions with a discrimination score of .28 and above were included in the test. On these questions, which are discriminatory indices, the reliability of the test was determined and a value of .78 was found by applying two equal division methods. It was determined that the mathematics test prepared according to this result is a reliable measurement tool. In the study, 20 multiple-choice questions were used as a measurement tool. This test was applied as a pre-test and post-test to students who participated in my study and was reapplied as a retention test two months after the end of the same test. The generated problems are polled with the t test to look for answers. As a result of the evaluation, there was no significant difference between the students in the control group in which the traditional teaching method was applied and the students in the experimental group in which the cooperative learning method was applied in the achievement test. There was no significant difference in favor of the control group in the later retention test. The students in the experiment group are divided into groups of five to represent the class in terms of academic achievement, gender, race or ethnicity. The main function of the groups is to prepare the group members so that they are successful in the clusters. It is ensured that the groups are heterogeneous. When creating heterogeneous groups, students' academic achievement, scores from the preliminary test, and gender of the students were taken into consideration. Care has been taken to ensure that high, medium and low-achievers are present in each group. Explanations have been made to ensure that the groups work together more harmoniously. Working guidelines on cooperative learning were distributed to the groups. In these guidelines, the rules that students need to observe in the group and in the classroom are expressed. The teacher first told the class. The course is usually in the form of a lecture or discussion. Basic information about the subject is given by the teacher to the students and the samples are solved. Students are asked to do the given activities. In addition, after learning the subject, students were asked to fill out the worksheets in the form of group work by distributing the worksheets to the students. During the group work, only one study paper and activity paper were given to the students, so that the individual studies of the students were prevented. Students are given a team spirit to help each other as they fill out the worksheets and correct each other's mistakes. The teacher traveled through class during the course and guided the students where necessary. If the students have questions that none of the group members have answered, the teacher has been told to ask for help. And in this way the process is complete. The students in the control group were informed about the research. However, the students in the control group applied the traditional teaching method and no additional changes were made to these students. In order to measure the success of the students, a final test was applied to the control group together with the experimental group when the unit subjects of the application were completed. Four weeks after this application, the same test was applied as a retention test. The following results were obtained as a result of the evaluation of the obtained data: There was no significant difference in the academic achievement of mathematics students in the classes where cooperative learning and traditional teaching methods were used. The group research method, which is one of the techniques of cooperative learning method, showed that there is no statistically significant difference between the classical straight expression method and the cooperative learning method in terms of enhancing the learning performance of the students, in order to investigate the effect of the high school 9th grade students on the achievements in the mathematics class. Similar results have been found in some of the previous studies (Öcal, 1996, Atıcı and Gürol, 2002, Bilgin and Akbayır, 2002, Varank and Kuzucuoğlu, 2007). The Group Research Methodology used in this study is also the result of the fact that it is not an effective collaborative learning technique to increase success for high school 9th grade students. The reasons are; 1. Passive students in the experimental group in which the cooperative learning method was applied were observed to participate in the course in the course of the cooperative learning method. 2. Successful students in the experimental group in which the cooperative learning method is applied are found to be unfair to themselves and that the students of their group are forced to take the burden of their own, which in turn affects their own success in the negative. 3. Students who are hesitant, bored and passive are more passive when they use cooperative learning method, do not enter into group and can not cooperate with group mates, which in turn affects the success of the group negatively. 4. The students in the experimental group with the cooperative learning method are convinced that this method will be more successful than the high school students on primary and middle school students. Studies have shown that the cooperative learning method is more effective and more successful than the high school and university students on elementary and junior high school students (Atasoy et al., 2007; Güngör and Açıkgöz, 2006, Birk and Karatekin, 2009; Gök et al., 2009; Özkan, 2012, Ünlü and Aydıntan, 2011). The choice of method and technique in the teaching of subjects is an important factor in the first place. In this study, "Group Research Method" was used for "Cluster" topic. Mathematics teacher guidebooks should indicate which topics are appropriate for cooperative learning. It should be explained step by step by which technique the given methods will be given. Cooperative learning skills may not be as advanced as pupils are constantly faced with teacher-centered learning approaches. Changing this habit is not possible in the short term. Therefore, students prefer to learn from their teachers. Cooperative learning techniques should be applied from the early stages. Cooperative learning is a student-centered method. However, this does not mean that the responsibility of the teacher is over. The teacher implementing the cooperative learning method should follow the students and be in a guiding position. Teachers should be informed about the benefits of this alternative approach and teachers should be given the opportunity to learn in a collaborative way. Collaborative learning can be useful for high school and university students if it is applied to other levels of education.