The effect of individual and cooperative digital storytelling activities on the writing performance and language development of gifted students

The aim of this study is to analyze the impact of individual and cooperative digital storytelling implementations on gifted student'writing performance and language development. In the study, 'pre-test post-test control group design' technique was applied. The study included a total of 18 children in 4th grade of primary school, 7 of which constituted the experimental group 1; 6 of which constituted the experimental group 2 and 5 of which constituted the control group in the Science and Arts Center in Kırklareli. The application was carried out by using digital storytelling implementations in group 1, using cooperative digital storytelling implementations in group 2, and applying traditional writing practices in the control group. 'Writing Performance Evaluation Test' and 'Peabody Art word picture Test' were used as data collection tools. Kruskall Wallis Test and Mann Whitney U Test were used to analyse the data collected in 2018-2019 academic year. In the results obtained under the first hypothesis of the study, there was a statistically difference between the performance of experimental group 1 and the control group in terms of writing performance in favor of experimental group 1. In the results obtained under the second hypothesis of the study, there was a statistically significant difference between the performance of experimental group 2 and the control group in terms of writing performance in favor of experimental group 2. In the results obtained under the third hypothesis of the study , There was no statistically significant difference between the performance of experimental group 2 and experimental group-1 in terms of writing performance. In the results obtained under the fourth hypothesis of the study, it was clearly seen that there was no statistically significant difference between the performance of experimental group-1 and the control group in terms of their language development levels. In the results obtained under the fifth hypothesis of the study, there was a statistically significant difference between the performance of experimental group 2 and the control group in terms of languge development levels in favor of experimental group 2. In the results obtained under the sixth hypothesis of the study, it was found that there was no statistically significant difference between the performance of the experimental group-2 and the experimental group-1 in terms of language development levels. Keywords : Gifted, Digital Storytelling ,Writing Performance,Language Development, Primary School