The Effects of Animation Supported 5E Model on Teaching 'Indicative and Subjunctive Moods' in 7^th Grade Turkish Lesson

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 7 th grade Turkish course. The study was conducted with 60 seventh grade students of a state-run secondary school in Palandöken 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.