Abstract:

The aim of this research is to investigate the effect of concept teaching with Component Display Theory (CDT) on middle school seventh-grade students’ academic achievements in Turkish lesson and to explore students’ views on this theory. To this end, the study used a mixed methods research design which combines quantitative and qualitative research methods. The sample consisted of 45 seventh-grade students attending two separate sections of a middle school located in the Yomra District of Trabzon. One section was treated as the experimental group and the other as the control group. The data were collected using a concept achievement test and a semi-structured interview form. The concept achievement test was administered to both groups as a pretest. During the six-week experimental procedure, lessons were taught using CDT in the experimental group and curriculum-based instruction in the control group. After the experimental procedure, the concept achievement test was re-administered to both groups. Thus, the process of quantitative data collection was ended. The qualitative data were collected through semi-structured interviews held with the experimental group. The quantitative data from the achievement test were analysed using an independent samples t-test and a paired-samples t-test and the qualitative data from the interviews were analysed through content analysis. The analysis results showed that concept teaching with CDT has a positive effect on students’ achievement and the students have positive views on the use of CDT in concept teaching.

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