The effects of using interactive board in Turkish lesson on academic success and attitude of secondary school students

Effects of interactive board using in Turkish lesson on academic success and attitude of secondary school students The purpose of this research is to demonstrate the influence of the interactive board used in Turkish lessons based on the academic achievements of students, their attitudes towards Turkish lessons and interactive board usage. The research is a semi-experimental study based on pre-test and post-test control grouped models. The study group of the research consists of 50 students totally, 8-A control group and 8-C experimental group, which are located in Kütahya province, Yunus Emre secondary school in 2016-2017 education year. The application part of the study was carried out for 12 hours during 6 weeks, 2 hours per week. The "Turkish Sentence Types" topic were interacted with the board to 25 students in the experimental group and 25 students in the control group were processed using ordinary board and traditional methods without using the interactive board. The researcher carried out the research in both groups. A 20 -question "Sentence Variety Achievement Test" developed by the researcher was used to measure the success of the students in the study groups. "Attitude Scale Towards Turkish Lesson" –developed by Unal and Köse in 2014- was used in order to measure the attitudes of the students of both groups towards Turkish lesson. In order to measure the attitudes of the experimental group towards the interactive board used in the Turkish lesson, the "Attitude Scale Towards the Interactive Board in Turkish Lessons" developed by Topçuoğlu Ünal and Tayfa in 2016, was used. The datas collected in the study were analyzed using Independent Samples t-test and Paired Samples t-test. As a result of the research, it was seen that the academic achievement of the students of the experimental group using the interactive board increased statistically in a meaningful level when compared to the academic achievements of the students of the control group of the classical board. As a result of this, it can be said that the use of interactive board in Turkish lessons makes a great contribution to the academic achievements of the students. When we look at the other results of the study, it was seen that the use of interactive board increases the student attitudes toward Turkish lesson, but this increase is not statistically significant. At the end of the study, the attitudes of the experimental group towards the interactive board during the Turkish class in which the interactive board was used, increased statistically in a meaningful level. Keywords: Interactive board, FATİH Project, student achievement, student attitude, Turkish lesson,