The effect of scenario based learning activities conducted inonline environment on Turkish teaching self-efficacy, academic motivation and success

In this research, the effect of scenario based learning activities conducted in online environment on primary school prospective teachers' Turkish teaching self-efficacy, academic motivation and Turkish teaching achievement levels were examined. The research was carried out with 56 second-grade prospective teachers studying department of primary school teacher at a state university's education faculty in the spring semester of the 2020- 2021 academic year. Pretest-posttest control group quasi-experimental trial model was used in this research. In the collection of data, the Turkish Teaching Self-Efficacy Scale, the Academic Motivation Scale and the Turkish Teaching Achievement Test were used. In addition to Turkish teaching lessons, scenario based learning activities conducted in online environment were applied to the teacher prospectives in the experimental group for six weeks, three hours per week in the spring semester of the 2020-2021 academic year. There was no intervention in the control group. While the Turkish teaching lessons in the experimental and control groups were conducted by the lecturer of the course, the application process was carried out by the researcher. At the end of the application, data collection tools used as a pretest were applied as a posttest, and the data of the study were collected. In the analysis of the collected data, independent and paired samples t tests, Mann Whitney U test and Wilcoxon signed rank test were used. When the findings obtained as a result of the analyzes were examined, no significant difference was found between the experimental and control groups' self-efficacy posttest score for Turkish teaching. However, a significant difference was found between the experimental group's self-efficacy pretest and posttest scores for Turkish teaching, and no significant difference was found between the control group's self-efficacy pretest-posttest scores for Turkish teaching. In this case, it can be interpreted that scenario based learning activities carried out in the online environment significantly increase the self-efficacy of primary school prospective teachers in teaching Turkish according to the current learningteaching process. Another result of the research is that there is no significant difference between the academic motivation posttest score of the experimental and control groups. Likewise, no significant difference was found between the academic motivation pretest and posttest scores of the experimental and control groups. This situation shows that the scenario based learning activities conducted in the online environment do not have a significant effect on the academic motivation of primary prospective teachers. Besides, another result obtained from the research is that a significant difference in favor of the experimental group was found between the experimental and control groups' Turkish teaching success posttest scores. This situation shows that the scenario based learning activities carried out in the online environment have a significant effect on the success levels of primary school prospective teachers for teaching Turkish. KEYWORDS: Scenario Based Learning, Turkish Teaching Self-Efficacy, Academic Motivation, Turkish Teaching Success, Online Learning Environment.