Applications of game based teaching method in literacy instruction

Literacy education has a critical role to the individual's future educational life. Because children will gain first reading and writing teaching process skills and habits, the child's later academic success and social life are seriously affected. Therefore, the most appropriate approach in the literacy teaching process needs to be carried out effectively with the methods and techniques. The aim of this study was to determine the effectiveness of the game based teaching method in the literacy instruction. In the 2015-2016 academic year, mixed research design is used in research conducted in a public elementary school in the district Tepebaşı in Eskişehir. Mixed patterns scope of quantitative research methods in experimental design, qualitative research methods with case study design was adopted. In this study, simple random sampling with experimental and control groups were determined; experimental group consisted of 20 and control group consisted of 22 students. In the literacy teaching process in the experimental group with the game based teaching method has used but has not been applied in the control group. Research datas are reading comprehension test, reading aloud speed form, write speed of form, observation and interview. The quantitative data in the study were analyzed; descriptive statistical methods, mann whitney u test. The qualitative data was analyzed using content analysis. As a result of analysis of the research findings, the following conclusions were reached: • The games in the game based teaching method in literacy instruction are; monopoly, word memory, the puppet pinocchio, the word bingo, word derivation, magic bundle, maze, sugar cube, passion, visual pairing with words, puss in the corner, karagöz and hacivat, riddles, puzzles, mouse cheese transport, voice reading speed, i buy fat honey i buy it, let's write and produce quick word has played games. Game based teaching method practices were carried out according to the three phases of phonics based sentence method; preparing to literacy, begin and progress to the literacy (sound feeling and recognition, phonic/letter to read and write from the phonic/letters, syllables, words, forming sentences and text rendering) and to be literate the activities carried out by the game based teaching of literacy. Students have carefully monitored the lessons. Games attracted the students; students have enjoyed during the game and been happy. • There was no significant difference statistically between experimental group and control group in literacy instruction with the game based teaching method of loud reading speed, writing speed, reading comprehension. • The primary school teacher has a favorable opinion on the game based teaching method in literacy instruction. In the literacy teaching process by the primary school teacher with the game based teaching method is effective and efficient. • According to the primary school teacher the game based teaching method improve the students' dream world, improve the memory and increase their success. • According to the primary school teacher, students were away from stress and increased their motivation with the game based teaching method in literacy instruction. He said that the game based teaching method motivated me with the students. • According to the primary school teacher, students enjoyed during the process and made fondly activities in the game based teaching method in literacy instruction. Students have not showed screwed behavior and frustration throughout the process. • According to the primary school teacher, the game based teaching method in literacy instruction has increased persistence in learning. With this method, students have been given information in less time. • According to the primary school teacher, literacy instruction with game based teaching method has been effective to easily concentrate to lesson. • According to the primary school teacher, game based teaching method in literacy instruction has increased students' self-confidence and socialization. • According to the primary school teacher, in the other first class in school has thought literacy in two dimensions with visuals and videos. But with the game based teaching method has been effective with the third dimension. • According to the primary school teacher, mathematics and life science courses should be utilized with the game based teaching method. Game based teaching method should enter curricula and the Ministry of Education should provide more training for teachers about the game based teaching method. • Students have positive views about teaching practices with the game based teaching method in literacy instruction. • Students have loved practices in the process of game based teaching method in literacy instruction. They have stated that they laugh and have fun in the process. • Students have been happy with the awards after games. Awards which given sugar, chocolate and toy money has motivated students. • All of the students participated in games and took pleasure during the game based teaching method in literacy instruction. • Parents said that they were satisfied with the process of literacy instruction. According to the parents, students like the games and be happy with the results. Indeed, the parents stated that students were eager to come to school. • Parents of students reported that students have fun with the game based teaching method in literacy instruction. • Parents of students stated that students liked the prizes in the process of game based teaching method in literacy instruction.