The effect on student achievement of using the discovery learning strategy in instruction with the adobe illustrator program (Fairy-tale book example)

The aim of this study was to determine the effect on student achievement of using the discovery learning strategy in instruction with the Adobe Illustrator program, using the example of a fairy-tale book. The research was carried out with second grade students in classes A and B at the Graphic Design Department of the Fine Arts and Design Faculty at Kastamonu University. The study group consisted of a total of 30 students, of whom 15 were included in the experimental group and 15 were placed in the control group. An explanatory sequential design, one of the mixed research methods, was used in the study. In the quantitative part of the study, a pretest-posttest control group quasi-experimental design was implemented. To gather the quantitative data of the research, an achievement test and rubric were developed by the researcher. The achievement test was prepared in accordance with the learning outcomes of the Adobe Illustrator program. Regarding assessment of the fairy-tale book design, the rubric and student products were evaluated by three domain experts. The data obtained in the study were evaluated using SPSS analysis software. Accordingly, the Mann-Whitney U test and Wilcoxon signed-rank test were used. In the qualitative section of the research, the data obtained from interviews with students in the experimental group were analysed with the content analysis method, described with frequencies and percentages, and interpreted. As a result of the data obtained from the achievement test, a significant difference was seen between pretest and posttest achievement scores in both the experimental and control groups. Although a significant difference was not found between posttest scores of the groups, achievement scores of the experimental group were determined to be higher than those of the control group. When scores of the experimental and control groups obtained from the fairy-tale book design rubric were examined, a significant difference was revealed in favour of the experimental group in terms of the sketch creation and creative thinking (originality) criteria. Based on these results, it was determined that instruction given with the discovery learning strategy was successful. According to the views of students in the experimental group with whom the discovery learning strategy was implemented, it was determined that the students regarded the implementation process as program learning, application, acquiring new information and discovery; that their previous knowledge facilitated their learning of a new program; that they utilised different resources for creating solutions to problems they encountered during the design process; that in this process, the instructor guided and supported the students towards learning by investigation, inquiry and discovery; that during the instruction process, students were active, willing, interested, discovery-oriented and happy; and that due to the implementations that were made, the ability to develop new ideas, the skill of problem solving, the quality of developing the power of thought, and the ability to develop creativity were fostered in students.