The impact of active learning on primary school second level students? speaking skills

The study aimed to determine the improvement for the impact of active learning method on primary schools students? speaking skills. The study model is based on true experimental models consisting of test and control group.The project was carried out at Dumlupınar and Orhan Gazi Primary schools, Keçiören, Ankara Province. According to the research content, year 6 (six) students performed speaking without preparation. t-test method was applied to the data obtained to find out the availability of a significant difference in terms of speaking skills. As a result, difference between the groups was not statistically significant. Without bias, Dumlupınar and Orhan Gazi Primary School students were assigned as test and control group, respectively. The students subjected to statistical analysis for dependent variables before and after experimental procedure. When the lesson was performed according to active learning method in test group, conventional teaching method was used in control group. The experimental duration for the whole procedure was 12 weeks.During study, speaking topics were identified by consulting to a speech expert. The degree of students? speaking skills was assessed by grade rubric. In addition, in order to determine the influence of various variables for pre-and post-test scores of students in the experimental group, personal information was also obtained.The data obtained during study was statistically analysed using SPSS 16.0 programme. Multi-factor variance analysis (ANOVA) for mixed measurements was used to examine whether the pre- and post-test scores obtained by experiment and control group students from ?Speaking Skill Evaluation Scale? change significantly. The significance of the difference between values obtained from data forms for two groups was tested by using the t-test procedure. One-way variance anlysis was used to test the significance of difference among more than two variables.The results of the experiment reveal that student speaking scores after lessons taught with active learning principles are statistically significantly higher than those after lessons with conventional teaching method. The results further indicate that the variables used in the experiment do not lead to significant changes on student speaking scores. Overall, the results can be interpreted as evidence that active learning method improves speaking skills of primary school students.Key Words: Turkish Teaching, Speaking, Speaking Skill, Speaking Education, Active Learning.