Improving fourth-grade elementary school students' persuasive speaking skills

In this study, it was aimed to determine the effects of the Persuasive Speaking Model created within the scope of the research on the persuasive speaking skills of primary school fourth-grade students. Case study, one of the qualitative research designs, was employed in the study. The participants of the study consisted of nine fourth-grade elementary school students studying in the 2022-2023 school year. Within the scope of the research, students' speaking performances before the implementation were determined, and then persuasive speaking was taught with the prepared program. The research process, which was completed by determining the post-implementation performances of the students and conducting semi-structured interviews with the students, lasted 12 weeks. All stages of the implementation were recorded on camera and audio recordings, and what happened during the implementation was recorded in the researcher's diary. Finally, the implementation process was completed by conducting one-on-one interviews with the students. The data of the study were collected through the persuasive speaking rubric in which students' speech plans and videos were evaluated, the researcher's diary, observation form, and interview form. The content analysis method was adopted in data analysis and Dedoose program was used. In the analysis process, for the data related to the first sub-problem, the performance averages of the students before and after the application were presented, and the dimensions in the rubric were explained within the framework of pre-application, post-application and application process. In the data related to the second sub-problem of the study, thematic coding was made and student opinions were presented with figures and direct quotations. As a result of the study, it was observed that students' persuasive speaking skills improved. When the students' performances before and after the application were compared, it was concluded that the Persuasive Speaking Model was effective in the development of persuasive speaking skills. During the implementation process, it was noted that the students were eager to learn and use the model. However, based on the observations and student products, it was concluded that although they had difficulties from time to time in issues such as justification, deepening the subject and using voice, they made progress. Based on the interviews, it was concluded that the students were aware of their development, had positive opinions about the stages of the model, thought that the activities contributed to their daily lives and would be useful in their future lives, and were willing to use the practices in their lessons.