INVESTIGATION OF THE EFFECT OF THE USE OF PERSONALIZED TEXT IN TURKISH TEACHING ON STUDENT ACHIEVEMENT AND MOTIVATION TÜRKÇE ÖĞRETİMİNDE KİŞİSELLEŞTİRİLMİŞ METİN KULLANIMININ ÖĞRENCİ BAŞARISI VE MOTİVASYON ÜZERİNDEKİ ETKİSİNİN İNCELENMESİ
Milli Egitim, cilt.50, sa.230, ss.221-240, 2021 (Scopus, TRDizin)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 50 Sayı: 230
- Basım Tarihi: 2021
- Doi Numarası: 10.37669/milliegitim.710576
- Dergi Adı: Milli Egitim
- Derginin Tarandığı İndeksler: Scopus, Central & Eastern European Academic Source (CEEAS), TR DİZİN (ULAKBİM)
- Sayfa Sayıları: ss.221-240
- Anahtar Kelimeler: kişiselleştirilmiş metin, kişiselleştirme, personalization, personalized text, Turkish teaching, Türkçe öğretimi
- Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu
- Hacettepe Üniversitesi Adresli: Evet
Özet
The aim of this study is to determine the effect of the use of personalized text in Turkish teaching on the academic success of students. In the study, adjectives were taught in Turkish lesson and 58 students from the sixth grade level attended. The mixed model was used in the research. The applied pattern is a study in which quantitative and qualitative methods are used together. Interviews were conducted with the participants after the experimental application with the post-test control group. In practice, a text suitable for adjectives is personalized in the experimental group depending on the information collected with the “Student Personal Information Form”. In the control group, the text was used directly without being personalized. When the teaching process of both groups was completed, students were tested for success. Success rates were analyzed and compared. As a result of the research, it was determined that there was a significant difference between the posttest scores of the students in the groups using personalized text and non-personalized text, and the academic success of the students in the group using personalized text was high. At the end of the research, “Student Interview Form” was applied to eight students from the experimental group. Qualitative data were analyzed through descriptive analysis at the end of the interview. As a result of these qualitative data, it was determined that the students' views towards personalized teaching were positive, they found the application motivating and they thought it was useful in learning the subject.