Effects of Cooperative Learning and Conflict Resolution Training Integrated into Curriculum on Academic Achievement, Social Problem Solving Skill

The aim of this study is to analyze the effects of practices in cooperative learning and conflict resolution training integrated into Turkish and Social Studies Curriculum of 5th grade primary school students on their academic achievement, and social problem solving skills. This study was included 133 primary school students at 5th grade. There were 3 experimental and 2 control groups in the study. In the first experimental group, 19 hours conflict resolution training was given and then integrated Turkish and Social Studies curriculum were applied by using cooperative learning method. In the second experimantal group, Turkish and Social Studies Curriculum was implemented by using cooperative learning method without making any integration. In the third experimental group was given 19 hours conflict resolution training, integrated Turkish and Social Studies Curriculum were applied by using traditional teaching method. In the control groups 2005 Turkish and Social Studies Curriculum were implemented. "Turkish Achievement Test", "Social Studies Achievement Test", and "Social Problem Solving Skills Scenarios" were used as data instruments. Findings showed that using integrated curriculum with cooperative learning method was significantly more effective on academic achievement and social problem solving skills. Beside, applying integrated program by using traditional methdod had significant difference on social problem solving skills except academic achievement.