Baydar, AşkınŞi̇mşek, Ufuk2021-02-022021-02-022018Baydar, A , Şi̇mşek, U . (2018). The impact of Jigsaw and STAD on social studies pre-service teachers' academic achievement . Studies in Educational Research and Development , 2 (1) , 32-46 . Retrieved from http://serd.artvin.edu.tr/tr/pub/issue/38027/408813http://serd.artvin.edu.tr/tr/pub/issue/38027/408813https://hdl.handle.net/11494/2582The aim of this study is to compare two cooperative learning methods, jigsaw and student teams achievement divisions (STAD), in terms of their effects on social studies pre-service teachers’ academic achievement. The study group of the research consisted of 40 students who aTended teaching principles and methods course at Artvin Çoruh University College of Education Department of Social Science Education. Data was collected during 12 weeks implementation and with Academic Success Test (AST) which was developed by the researcher and was analyzed with independent samples t-test and one way analysis of variance (ANOVA). The findings of the research show that STAD is more effective than jigsaw on social studies pre-service teachers’ academic achievement. Research also includes the recommendations for future applications.eninfo:eu-repo/semantics/openAccessCooperative learningJigsawSTADAcademic achievementTeacher educationArticle213246