İngilizce dersinde dijital öyküleme yönteminin akademik başarıya, tutuma ve kalıcılığa etkisi
Küçük Resim Yok
Tarih
2025
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
İnönü Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmada İngilizce dersinde dijital öyküleme yönteminin akademik başarıya, derse yönelik tutuma ve kalıcılığa olan etkisi incelenmiştir. Bu doğrultuda dijital öyküleme yöntemi 7. sınıf İngilizce dersinde "Celebrations" ünitesinde uygulanmıştır. Araştırma nicel ve nitel verilerin birlikte toplandığı karma araştırma yöntemlerinden gömülü desende tasarlanmıştır. Araştırmanın nicel boyutunda eşitlenmemiş ön test son test kontrol gruplu yarı deneysel model, nitel boyutunda ise olgubilim kullanılmıştır. Araştırmaya 17 deney grubunda, 17 kontrol grubunda olmak üzere 34 öğrenci katılmıştır. Araştırmada nicel veriler akademik başarı testi ve İngilizce dersine yönelik tutum ölçeği; nitel veriler ise yarı yapılandırılmış görüşme formu ve öğrenci günlükleri aracılığıyla toplanmıştır. Araştırmada akademik başarı testi ve tutum ölçeği deney ve kontrol gruplarına ön test, son test ve kalıcılık testi olarak uygulanmıştır. Deney grubunda yer alan 13 öğrenciyle görüşme gerçekleştirilmiştir ve deney grubunda yer alan tüm öğrencilerin 5 hafta boyunca devam eden deneysel süreçte günlük tutmaları sağlanmıştır. Araştırmada nicel veriler SPSS ile görüşmeden elde edilen nitel veriler içerik ve betimsel analizin birleşimi olan 2. düzey tümevarım analizi ile ve günlüklerden elde edilen nitel veriler betimsel analiz ile çözümlenmiştir. Elde edilen bulgulara göre, dijital öykülemenin deney grubunda anlamlı derecede akademik başarıyı arttırdığı ancak deney ve kontrol gruplarının akademik başarı son testi ve kalıcılık testi arasında anlamlı bir farklılık olmadığı görülmüştür. Deney ve kontrol gruplarının tutum ölçeği son test ve kalıcılık testi puanları arasında ise deney grubu lehine anlamlı farklılık görülmüştür. Öğrencilerle yapılan görüşme dökümleri "dijital öykülemenin dil becerilerine katkıları (dinleme, konuşma, okuma ve yazma)", "dijital öykülemenin başarı düzeyine etkileri", "dijital öykülemenin tutuma etkileri (duyuşsal, bilişsel ve davranışsal)" temaları altında analiz edilirken; "dijital öyküleme sürecine yönelik düşünceler (keyif alınan aşamalar, karşılaşılan zorluklar, kişisel katkılar)" teması dökümlerden elde edilen yeni bir tema olarak ortaya çıkmıştır. Öğrenci günlükleri ise "dijital öyküleme sürecinde elde edilen kazanımlar", "dijital öyküleme sürecinin beğenilen yönleri" ve dijital öyküleme sürecinde karşılaşılan problemler" temaları altında analiz edilmiştir. Öğrencilerin genel olarak dijital öykülemeye yönelik olumlu tutuma sahip oldukları, dijital öykülemenin dil ve teknolojik becerilerinin gelişimine katkı sağladığını düşündükleri görülmüştür. Bununla birlikte, sürecin başında öğrencilerin seslendirme, senaryo yazma, öykü panosu oluşturma ve bilgisayarda yazı yazma aşamalarında zorlandıkları ancak zamanla bu zorlukları aştıkları görülmüştür. Anahtar Sözcükler: İngilizce Dersi, Dijital Öyküleme, Akademik Başarı, Tutum, Kalıcılık.
In this study, the effect of digital storytelling method on academic achievement, attitude towards the lesson and retention in English lesson was examined. Thus, digital storytelling method was applied in the "Celebrations" unit in the 7th grade English lesson. The study was designed in embedded design, one of the mixed research methods in which quantitative and qualitative data were collected together. In the quantitative dimension of the study, a quasi-experimental model with an unequalized pretest-posttest control group was used, and in the qualitative dimension, phenomenology was used. 34 students, 17 in the experimental group and 17 in the control group, participated in the study. In the study, quantitative data were collected through the academic achievement test and the attitude scale towards English lesson, while qualitative data were collected through semi-structured interview forms and structured student diaries. In the study, the academic achievement test and attitude scale were administered to the experimental and control groups as pretest, posttest and retention test. Interviews were conducted with 13 students in the experimental group and all students in the experimental group were asked to keep diaries during the 5-week experimental process. Quantitative data were analyzed with SPSS; qualitative data obtained from interviews were analyzed with second level inductive analysis, which is a combination of content and descriptive analysis and qualitative data obtained from diaries were analyzed with descriptive analysis. According to the findings, digital storytelling significantly increased academic achievement in the experimental group, but there was no significant difference between the experimental and control groups in terms of academic achievement post-test and retention tests. There was a significant difference between the attitude scale post-test and retention test scores of the experimental and control groups in favor of the experimental group. While the interview transcripts with the students were analyzed under the themes of "contributions of digital storytelling to language skills (listening, speaking, reading and writing)", "effects of digital storytelling on achievement level", "effects of digital storytelling on attitude (affective, cognitive and behavioral)"; the theme of "thoughts on the digital storytelling process (stages enjoyed, challenges encountered, personal contributions)" emerged as a new theme obtained from the transcripts. Student diaries were analyzed under the themes of "gains obtained in the digital storytelling process", "liked aspects of the digital storytelling process" and "problems encountered in the digital storytelling process". It was observed that students generally had positive attitudes towards digital storytelling and thought that digital storytelling contributed to the development of their language and technological skills. However, at the beginning of the process, students had difficulties in the stages of vocalization, writing scenarios, creating a story board and writing on the computer, but they overcame these difficulties over time. Key Words: English Lesson, Digital Storytelling, Academic Success, Attitude, Retention.
In this study, the effect of digital storytelling method on academic achievement, attitude towards the lesson and retention in English lesson was examined. Thus, digital storytelling method was applied in the "Celebrations" unit in the 7th grade English lesson. The study was designed in embedded design, one of the mixed research methods in which quantitative and qualitative data were collected together. In the quantitative dimension of the study, a quasi-experimental model with an unequalized pretest-posttest control group was used, and in the qualitative dimension, phenomenology was used. 34 students, 17 in the experimental group and 17 in the control group, participated in the study. In the study, quantitative data were collected through the academic achievement test and the attitude scale towards English lesson, while qualitative data were collected through semi-structured interview forms and structured student diaries. In the study, the academic achievement test and attitude scale were administered to the experimental and control groups as pretest, posttest and retention test. Interviews were conducted with 13 students in the experimental group and all students in the experimental group were asked to keep diaries during the 5-week experimental process. Quantitative data were analyzed with SPSS; qualitative data obtained from interviews were analyzed with second level inductive analysis, which is a combination of content and descriptive analysis and qualitative data obtained from diaries were analyzed with descriptive analysis. According to the findings, digital storytelling significantly increased academic achievement in the experimental group, but there was no significant difference between the experimental and control groups in terms of academic achievement post-test and retention tests. There was a significant difference between the attitude scale post-test and retention test scores of the experimental and control groups in favor of the experimental group. While the interview transcripts with the students were analyzed under the themes of "contributions of digital storytelling to language skills (listening, speaking, reading and writing)", "effects of digital storytelling on achievement level", "effects of digital storytelling on attitude (affective, cognitive and behavioral)"; the theme of "thoughts on the digital storytelling process (stages enjoyed, challenges encountered, personal contributions)" emerged as a new theme obtained from the transcripts. Student diaries were analyzed under the themes of "gains obtained in the digital storytelling process", "liked aspects of the digital storytelling process" and "problems encountered in the digital storytelling process". It was observed that students generally had positive attitudes towards digital storytelling and thought that digital storytelling contributed to the development of their language and technological skills. However, at the beginning of the process, students had difficulties in the stages of vocalization, writing scenarios, creating a story board and writing on the computer, but they overcame these difficulties over time. Key Words: English Lesson, Digital Storytelling, Academic Success, Attitude, Retention.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
