Collaborative learning supported by classDojo primary school 1st grade students effect on social skills development

The aim of this study is to determine the effect of ClassDojo-supported cooperative learning activities on the social skills development of first grade primary school students in Life Science course and to reveal their views on this issue. In the mixed method study, explanatory sequential mixed design was used. In the quantitative dimension of the study, a quasi-experimental design with pretest-posttest control group was preferred; in the qualitative dimension, the case study was preferred. The study group consisted of 49 first grade students studying at Sarılar Primary School in Manavgat district of Antalya province in the 2023-2024 academic year. There were 25 students in the experimental group and 24 students in the control group. The sample was determined by convenience sampling method; focus students for qualitative data were selected by maximum diversity sampling method. The '7-12 Age Social Skills Assessment Scale', 'Researcher Diary' and 'ClassDojo Supported Cooperative Learning Interview Form' filled out by the experimental and control group teachers were used as data collection tools in the study. In the second half of the 2023-2024 academic year, one of the ClassDojo-supported cooperative learning techniques, the 'Student Teams Success Sections' technique was applied to the experimental group, while the current curriculum was continued in the control group. The compatibility of the measurement results of the groups with the normal distribution was analysed and it was determined that the data were not normally distributed. The research data were analysed with percentage, frequency, arithmetic mean, dependent groups t-test, Mann Whitney-U and One-way ANOVA tests using SPSS package software. Qualitative data were analysed with descriptive analysis method. As a result of the research, a statistically significant increase was observed in the social skills levels of the experimental group students in whom ClassDojo supported cooperative learning activities were applied compared to the control group students. In addition, it was determined that the variables of father's education level and father's occupational status did not have a significant effect on social skills, but mother's education level and occupational status affected social skills. The students in the experimental group stated that they liked group activities, that these activities increased their communication with their friends, that they were fun and instructive, and that they wanted the method to be used in other lessons. Similar findings were also found in the researcher diaries. As a result, in-group interactions, fun learning environment and reward system revealed that when behaviourist education and constructivist education are used together, they can make positive contributions to students' social skills development. For this reason, it is suggested that ClassDojo supported cooperative learning activities should be made widespread in primary schools.