Abstract:

In this study, we aimed to determine the effects of personalization of spelling rules and punctuation marks in Turkish education on students’ academic achievements. The study was conducted in 2014–2015 education years with the participation of 40 secondary school seventh grade students by using research design including a pre and post-test control group. An instruction material, KASOM (Material for Designing Personalized Practice Questions), was designed to be used in the application process, which took 5 weeks. When the groups, who participated in the study, were evaluated, it was seen that the difference between average scores of students who took part in personalized application group and the students who took part in non-personalized application group was significant. According to the findings obtained by ANOVA used for recurring measurements, it was seen there was not a significant difference between the variance of academic achievement of the students who studied with personalized training questions and those who worked with non-personalized training questions. When the opinions of the students who studied with personalized material were taken into consideration, it was seen that the students found the application useful

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