Bu araştırmanın amacı, Türkçe dersinde kullanılan dijital hikâyelerin öğrencilerin dinlemeye yönelik tutumları üzerine etkisini belirlemektir. Karma model kullanılarak gerçekleştirilen araştırma, 2014-2015 öğretim yılı bahar döneminde Eskişehir ilindeki bir ilkokulun 4/D (kontrol grubu) ve 4/E (deney grubu) sınıflarında uygulanmıştır. Sekiz hafta süren uygulama sürecinde deney grubunda tarihsel tema ve olayları ele alan hikâyeler, bilgilendirici ya da öğretici hikâyeler türünde dijital hikâyeler kullanılmış ve bu hikâyelere dayalı etkinliklere yer verilmiştir. Etkinlikler sınıf öğretmeni tarafından yapılırken, araştırmacı gözlemci görevini üstlenmiştir. Araştırma verileri dinlemeye yönelik tutum ölçeği, öğretmen ve öğrenci görüşmeleri ile toplanmıştır. Araştırmada, Dinlemeye Yönelik Tutum Ölçeğinden (DYTÖ) elde edilen verilerin çözümlenmesinde Mann-Whitney U testi kullanılmıştır. Nitel verilerin çözümlenmesinde betimsel analiz tekniğinden yararlanılmıştır. Araştırma sonucunda, kontrol grubunda bulunan öğrencilerin dinlemeye yönelik tutum ölçeği öntest-sontest puanları arasında anlamlı bir farklılık bulunmazken, deney grubu öğrencilerinin dinlemeye yönelik tutum ölçeğinden aldıkları ön test-son test puanları arasında anlamlı bir farklılık elde edilmiştir. Ayrıca öğrencilerle ve öğretmenle yapılan görüşmelerde öğrencilerin Türkçe dersine ve dinlemeye karşı tutumlarının dijital hikâyelere dayalı etkinlikler sayesinde olumlu yönde gelişme gösterdiği gözlemlenmiştir.
The purpose of this research is to determine the impact of digital stories used in the Turkish course on the attitudes of students towards listening. The research conducted using the karma model was implemented in the 4/D (control group) and 4/E (experimental group) classes of a primary school in the province of Eskişehir during the 2014-2015 academic year spring period. During the eight-week application process, in the experiment group, digital stories were used in the form of stories, informative or teaching stories, which dealt with historical themes and events, and the activities based on these stories were included. While the activities are carried out by the class teacher, the researcher has taken over the role of the observer. The research data is collected through the scale of attitude towards listening, teachers and student interviews. In the study, the Mann-Whitney U test was used to analyze data obtained from the Hearing Attitude Scale (DYTÖ). The analysis technique is used in the processing of data. The study found that there was no significant difference between the attitude scale to listen by students in the control group, while there was a significant difference between the attitude scale to listen by students in the experiment group. In conversations with students and teachers, the attitudes of students to the Turkish lesson and listening have also been observed in a positive direction, thanks to the activities based on digital stories.
The aim of this study is to determine the effects of digital stories used in Turkish course on students’ attitude toward listening. The study designed with mixed methods was conducted in a 4/D (control group) and 4/E (experimental group) classes in a primary school in Eskisehir city during the 2014-2015 spring semester. During the 8-weeks application period, listening activities based on digital stories that examine historical events and that inform or instruct were conducted in the experimental group in Turkish lessons. The activities were conducted by a classroom teacher and the researcher who had the role of observer. The data were collected by using a listening attitude scale, teacher and student interviews. Mann-Whitney U test was used to analyze the data obtained from the Listening Attitude Scale, while descriptive analysis was used to analyze the qualitative data. At the end of the study, it was found out that there was not a meaningful difference between the pre and post-test results of the control group, whereas there was a meaningful difference between the pre and posttest results of the experimental group. Besides, it was obtained from the interviews that the students developed positive attitude toward listening thanks to the digital stories and the listening activities based on the digital stories.
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
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