The effect of digital story use in primary school 3rd grade Turkish language course on students' comprehension skills, motivations and attitudes

This research aims to examine the effect of using digital storytelling in 3rd grade Turkish language lessons on students' comprehension skills, motivation, and attitudes. The study was conducted using an embedded mixed methods design. In the quantitative aspect of the research, a quasi-experimental design with pre-test and post-test matched control groups was employed, while a case study design was utilized for the qualitative aspect. The research was conducted at a public elementary school in Korkut district, Muş province. The quantitative sample consisted of a total of 40 third-grade students, with 20 students in the experimental group and 20 students in the control group, whose academic performance levels were balanced. The qualitative sample comprised 20 students from the experimental group, the class teacher of the experimental group, and the researcher who conducted the study. In the experimental group, instruction was delivered using digital stories developed and implemented by the researcher, while in the control group, instruction was carried out based on the existing curriculum by the researcher over a 10-week period. Before and after the experimental process, both groups were administered the "Listening Comprehension Achievement Test," "Listening Motivation Scale," "Attitude Scale Towards Listening," "Reading Comprehension Achievement Test," "Reading Motivation Scale," and "Attitude Scale Towards Reading." To support the analysis of the quantitative data, student diaries and researcher diaries were filled out weekly during the application process. Additionally, qualitative data were collected through interviews conducted with the students from the experimental group and their class teacher after the implementation. For the analysis of the quantitative data obtained from the study, both parametric and non-parametric statistical methods were used. Among the parametric tests, the Independent Samples t-Test and the Paired Samples t-Test were applied; among the non-parametric methods, the Wilcoxon Signed-Rank Test and the Mann-Whitney U Test were utilized. For the analysis of the qualitative data, content analysis was employed. The results of the statistical analyses revealed that digital stories had a significant effect on students' listening comprehension achievement, listening motivation, attitudes toward listening, reading comprehension achievement, and attitudes toward reading. However, no significant effect was found on students' reading motivation. According to the student diaries, which were among the qualitative findings, students described the stories as "very beautiful," "fun," and "pleasing," and stated that the stories facilitated their active participation in the learning process. The researcher diaries were found to support the findings from the student diaries. According to student interviews, also part of the qualitative results, the students reported that the stories improved both their listening and reading skills, increased their interest and participation in lessons, and emphasized that the method supported comprehension, enhanced learning, and improved attention. The students also evaluated the stories as "very beautiful," "fun," and "pleasing." Interviews with the class teacher of the experimental group further supported the students' views. Considering the quantitative and qualitative findings obtained in this study, it is recommended that digital storytelling be integrated into the teaching and learning process to enhance students' academic achievement, motivation, and attitudes toward the course. Keywords: Comprehension skills, digital story, motivation, attitude.