The effects of computer assisted English grammer teaching on academic achievement and retention in the secondary level of primary education

ABSTRACT THE EFFECTS OF COMPUTER ASSISTED ENGLISH GRAMMER TEACHING ON ACADEMIC ACHIEVEMENT AND RETENTION IN THE SECONDARY LEVEL OF PRIMARY EDUCATION Mine MAKARACI Master Thesis, Department of Computer and Instructional Technologies Education Supervisor: Prof. Dr. Ülkü KÖYMEN August-2004, 95 Pages This study was carried out to show wheather there is a difference between the Computer Assisted Language Instructor! (CALİ) method and traditional method as far as grammar revision was considered.The study has been executed to put the efficiency of the exercises of English grammer instruction on the success of the student when it is applied on computer assisted language teaming. The study had been executed in accordance with the experimental study model. The subjects involved in this study were Mimar Kemal Primary School sixth grade students during the educational year of 2003-2004. After the random assignment, there were 34 students in control group and 38 students in experimental group. In order to collect the related data, a CALİ software, a test book and a test related to tie gramer point which was revised, were made use of. The test was given to the both groups as a pre-test,and posttest, before and after the experiment respectively. The same test was administered to both group s as a permenance test, 15 days after the post-test administration. Varyans and Covaryans test was used to analyze the data and the level of significance chosen was.05. The results of the varyans and covaryans analysis showed that; 1.There is no meaningful! difference betsween CALİ and traditional method in the study of English teaching in term of academic achievement. ^Comparing to CAU and traditional method, there is meaningfull difference in favour of CALİ method. Keywords: English Grammer Instruction, English Instruction, Computer Assisted Instruction, Instructional Technology IV