This study aims to determine the effect/contribution of the use of the jigsaw technique in the teaching of punctuation marks in mother tongue education on/to the academic improvement of students. The functionality of reading, speaking and writing skills falling within the understanding and expression domains of learning is dependent upon the proper use of punctuation marks so as to strengthen the meaning. Use of tone, stress, gesture and mimics which are effective in speaking enhances the effectiveness of the speech. Just as nonverbal behaviors are instrumental to rendering speech effective and making meaning and expression richer, the ability to express/understand the exact feeling and thoughts which are intended to be conveyed in reading and writing is dependent upon the use of punctuation marks by assigning them functions for different purposes. To that end, answers have been sought to the question how punctuation marks could be better taught in mother tongue education at primary education level. The jigsaw teaching technique, a contemporary teaching method, has been set to work in the teaching process. The study universe is consisted of a primary school in central Erzurum during the first semester of school year 2009-2010. The sample consists of two branches from the 4th grade that were selected using random sampling method, one serving as the study group, the other as the control group. The results of the study revealed that the jigsaw technique was superior to traditional teaching methods in the teaching of punctuation marks. (Contains 3 tables and 2 charts.)