The purpose of this research is to investigate the effect of Jigsaw technique on student’s academic achievement and permanence of knowledge on the acid-base concept in 8th class, Science and Technology lecture. In this study, pre test–post test control group semi experimental design containing experimental and control groups was used. The working group of the research consists of total 55, 8th class students studying at the Tevfik Unsal Primary School in Ankara in 2013-2014 academic years in fall semester. Applications were achieved by Jigsaw technique on experimental group and literal teaching and question and answer techniques on control group during the 4 weeks. In the research, Acids and Bases Academic Achievement Test being pre-test, post-test and permanence test for both groups were used as data collection tools. The achieved data from research were analyzed by the Microsoft Excel 2007 spreadsheet program and SPSS 15 statistical analysis. Investigate whether there is a normal distribution of quantitative data, descriptive statistical techniques were used. Central tendency and central distribution belong to scale scores has been reported. In addition independent samples t-test was benefitted in the analysis of data and significance level was admitted as .05. As a result of the analysis, there is no significant difference between pre-test mean scores of experimental and control groups regarding the achievement test. Results indicate that Jigsaw technique increases the student's both academic achievement and permanence of knowledge on the acid-base concept.
Jigsaw Technique, Ac