Abstract
This study is to investigate the effects of animated 5E method on the success, attitude and opinions towards the course in teaching of 'subjunctive and indicative moods' subject of 7th grade Turkish course. The study was conducted with 60 seventh grade students of a state-run secondary school in Palandoken district of Erzurum during the first semester of 2014-2015 academic years. The experimental group and the control group consist of 30 students each. Subjunctive and indicative moods were taught at experimental group with activities enhanced through animations suitable for 5E method; on the other hand, the same subjects were taught at control group with current teaching method. The study employed mixed method in which both qualitative and quantitative methods were used together. As data collection tools, Personal Information Form, Language Proficiency Level Test, the Scale of Attitudes towards Turkish Course, the use of technological devices in grammar course, Student Interview Form, Student Interview Form for Computer Assisted Grammar Teaching, the Scale of Attitudes towards Grammar Activities, Student Interview Form for the Use of Animation in Grammar Courses, Teacher Interview Form for Grammar Courses have been used. In the quantitative analysis of the data, parametric analyses (t-test and regression analysis) have been employed as well as frequency and percentage which are descriptive computations. Content analysis has been used in order to analyze the data of the interviews. Data analysis has revealed that the level of academic success has increased for both groups, yet the comparison of the methods revealed that 5E method enhanced with animations is more effective than the current programme. According to the findings obtained from attitude scales and student opinions, 5E method enhanced with animations have a significant effect on students' attitudes towards grammar topics; and students enjoy grammar and they are more active while doing these activities.
Highlights
In the 21st century, when it is realized that educated brains are more important than physical strength, we see that countries should regulate their education policies in this direction too
As through the training given within the present education system, the students cannot completely or can faultily grasp the subject
The Ministry of National Education (MoNE) has started to reconstruct its teaching programs in order to make our country adapt to developing societies with its Turkish Education program
Summary
In the 21st century, when it is realized that educated brains are more important than physical strength, we see that countries should regulate their education policies in this direction too. Along with the increase in the importance of education in this direction, individual’s expectations have changed in the form of creativity and self-improvement, producing and developing knowledge, approaching the events with a multi-faceted perspective (Küçükyılmaz, 2003). According to changing teaching programs, the goal is not to be able to teach but to enable learners to learn To achieve this goal, educational curricula are structured according to the constructivist approach, which means "construction of knowledge" (Duman, 2007). It has been seen that in the literature the applications of 5E teaching model increased the learning levels of the students and their interest in the lesson. By transferring 5E, a model of the constructivist approach, to the computer environment through animations and simulations, the student-information relation is embodied to make the learning more permanent. The use of computers in the classroom allows students with short-term memory to assimilate the knowledge of the given information and convey it to the long-term memory in the form of individualized learning
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