The contribution of mind map technique to 7th grade grammar teaching

The aim of this study is to determine whether the mind map technique contributes to success in 7th grade grammar teaching and to the learning of grammar concepts. The study is in the type of sequential explanatory design, which is one of the mixed design types. In the quantitative dimension of the study, the pretest-posttest matched control group design, which is one of the quasi-experimental design types, was used. In the qualitative aspect of the study, focus group work and the researcher's diary were used. Access tests, semi-structured interview form, attitude scale towards grammar, researcher's diary were used as data collection tools throughout the study. The study group consists of 48 students belonging to 7/A and 7/B branches who are studying in a secondary school affiliated to the Ministry of National Education in the 2021-2022 academic year. The implementation phase of the study lasted for a total of 10 weeks, two course hours per week. Before the application, the attitude scale was applied to the students. During the implementation process, the 2 weeks were devoted to teaching the technique and sample applications. Then, pre-test, the students "Use the additional verb in accordance with its functions." A pre-test was conducted to measure the level of knowledge about learning outcomes. After the pre-test, with the mind map technique in line with the plans prepared in the experimental group learning outcome; In the control group, a 4 week practice, post-test and retention test were carried out, respectively, through the activities in the textbook using the lecture method. This process "Distinguishes simple, derived and compound verbs." learning outcome, it was done in the same order as pretest-application-posttest-permanence test. The attitude scale towards grammar, which was used before the application, was also repeated for post-test purposes, and it was observed whether there was a difference in attitude. The arithmetic means and standard deviations of the pretest, posttest and retention tests were calculated and the results were compared, and the contribution of the use of the technique in grammar teaching was tried to be determined. The data obtained from the research were analyzed using the SPSS (Statistical Package for Social Sciences) for Windows 17.0 program. Firstly, Shapiro-Wilk Test was applied to the data for normality analysis. Parametric tests were used cases where the data were normally distributed, and nonparametric tests were used cases where the data were not normally distributed. In fact, the Independent Samples T-Test was used in the analysis of the posttest total scores of the construction experiment and control group. In the analysis of the pretest-posttest total scores of the additional verb experimental group; in the analysis of the posttest-permanence test scores of the additional verb experimental group; in the analysis of the pretest and posttest total scores of the actual structure control group; Paired Samples T-Test was used in the analysis of the posttest-permanence test scores of the actual construction experimental group and the posttest-permanence test scores of the construction control group in the verb. In the analysis of the pretest-posttest total scores of the additional verb control group; in the analysis of the additional verb control group posttest-permanence test total scores; In fact, Wilcoxon Signed-Ranking Test was used in the analysis of the pretest-posttest total scores of the construction experiment group. In the analysis of the pretest total scores of the experimental and control groups about the additional verb; additional verb in the analysis of the experimental and control group posttest total scores; In fact, the Mann-Whitney U Test was used in the analysis of the total pretest scores of the construct experiment and control group. Due to the normal distribution of the attitude scale data, Independent Samples T Test was used analysis of the total scores of the Attitude scale experiment-control group pretest and the posttest total scores of the experiment-control group. Paired Samples T Test was used analysis of the pretest-posttest total scores of the attitude scale experimental group and the pretest-posttest scores of the attitude scale control group. Content analysis was used in the analysis of the interview records in the focus group study. The obtained data were transferred to the MAXQDA program and code maps were created and interpreted by the researcher. Content analysis was also used in the analysis of the researcher's diary. In the light of the findings obtained, it has been seen that the mind mapping technique in 7th grade grammar teaching is more effective than the plain expression method in terms of increasing academic achievement and the permanence of learning. In addition, it has been determined that using the mind map technique also contributes to students' attitudes towards grammar. This reason, it is thought that it will be effective for Turkish language teachers to use the mind map technique in order to improve the students' academic success and permanence of their learning, as well as to improve their attitudes towards grammar by positively influencing them while working on grammar in their lessons.