The effect of story maps on the skil of identifying main ideas in story-telling texts of primary school 4th grade students

In this study, it is aimed to reveal the effect of the story mapping method on the ability of finding the main idea in narrative texts of primary school 4th grade students. As the research model, the post-test model with a control group and paired from the quasi- experimental models was preferred. The study group of the research consists of a total of 80 students, 40 of whom were in the experimental group and 40 in the control group, studying in the 4th grade at Aksu Primary School in Aksu district of Antalya province in the 2021-2022 academic year. Throughout the study, the story map method was explained and practiced in the experimental group. In the control group, lessons were continued with the traditional teaching method. In order to ensure the equivalence of the groups, attention was paid to the fact that the students had been taught how to find the main idea in a text. In addition, the average of the I. Term II. Written scores and II. Term I. Written scores were taken and these scores were used to determine the groups. The main idea identification scale developed by Pilten (2007) was used to collect the research data and skewness kurtosis values were calculated to evaluate the normality of the scores obtained from the test used; the similarity of the central tendency measures was checked; and the Shapiro-Wilks test was performed. As a result of the analysis, it was seen that there was a significant difference between the experimental and control groups in finding the main idea and finding the story elements contained in the story map. The level of significant difference is the lowest in finding the main character and the highest in finding the main idea. In the study, there are significant differences between the experimental and control groups in terms of total scores. Keywords: Story map method, main idea, narrative texts