INFLUENCE OF PORTFOLIO EVALUATION IN COOPERATIVE LEARNING ON STUDENT SUCCESS

The effect of portfolio evaluation, which was implemented along with cooperative learning, was investigated in this research. Two experiment groups in addition to a control group were formed out of the 88 second year students of classroom teaching in the Faculty of Education. The course of “Planning and Evaluation in Teaching” was chosen as the course of practising teaching activities. This activity lasted 10 weeks. A 75-item multiple choice test was developed for the purpose of data collection. For the reliability of the scale, KR-20 (Kuder Richardson-20) reliability analysis was performed, and KR-20 reliability coefficient was found to be 0.78. The academic achievement test which was used to obtain research data was grouped in three dimensions (namely, programme and planning teaching strategies, methods and techniques, and measurement and evaluation) and the answers given to those were analysed separately, and conclusions were drawn. Independent groups t-test and one-directional variance analysis (ANOVA) techniques were employed in order to determine whether or not there were any significant differences between the experiment and the control groups’ academic achievement tests. The issue of which groups had significant differences in variance analyses was identified through Bonferroni test. Research results showed that the group on which portfolio evaluation along with cooperative learning was applied was more successful than the other groups. In addition, the relationship between gender and achievement scores was examined for the experiment and the control groups, and no significant statistical differences were found.