Research Information System
Thesis Type: Doctorate
Institution Of The Thesis: Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Turkey
Approval Date: 2020
Thesis Language: Turkish
Student: ÖZGE ÇİÇEK ŞENTÜRK
Supervisor: MAHMUT SELVİ
Open Archive Collection: AVESIS Open Access Collection
Abstract:The aim of this research was to determine the effect of educational comics use and argumentation-supported educational comics use in the “The Human and Environment” unit on the 5th grade students’ interest, motivation and academic achievements towards environment. In this research, embedded mixed design was used to ensure that qualitative findings play a supporting role in addition to quantitative findings. For the quantitative dimension of this research, pre-test and post-test control group quasi-experimental design; for the qualitative dimension, the phenomenology was preferred in order to reveal the students’ experiences related to the application process and how they describe these experiences with the students’ direct expressions. The study group consisted of 290 students, who are 5th graders in a public secondary school in Kilis province during 2018-2019 academic year spring term. While both educational comics Experimental Group-1 and educational comics supported by argumentation Experimental Group-2 consisted of 98 students, application of methods and techniques in 2018 Science Curriculum Control Group consisted of 94. “Secondary School Environmental Interest Scale (SSEIS)”, “Secondary School Environmental Motivation Scale (SSEMS)” and “Environmental Achievement Test (EAT)” were developed by the researcher in order to be applied as pre-test and post-test for quantitative data. Qualitative data were obtained through semi-structured interviews and observations. Thus, data diversity was ensured via various data collection methods and tools. Implementation process lasted for a total of twenty lessons for five weeks. For both of the experimental groups’ implementation, ten educational viii comics were prepared by the researcher; whilst for control group the methods and techniques (lecture, question-answer, research and observation, drama) in the science curriculum were applied. In Experimental Group-2, after the educational comics, the students carried out argumentation activities in groups. For quantitative data analysis, descriptive statistics, one-way analysis of variance (ANOVA), Scheffe test, exploratory and confirmatory factor analysis were used and Hedges’g effect size values were calculated. Research findings revealed no statistically significant difference between the pre-test score averages of the students’ environmental interest, motivation and academic achievement. However, there were statistically significant differences between the post-test score averages. According to the data analysis, the Experimental Group-1 and Experimental Group-2 students’ environmental interest, motivation and academic achievement score averages were significantly higher than the Control Group students. Additionally, the Experimental Group 2 students’ environmental interest, motivation and academic achievement score averages were significantly higher than Experimental Group-1 students. Moreover, the students stated that the use of educational comics and educational comics supported by argumentation activities increased their interest and motivation, contributed to their success by enabling them to learn new information.