Assessment of various factors affecting how to find adjectives in 6th graders

The aim of this study is to investigate the situation how sixth graders find the adjectives as well as to reveal significant differences in finding the adjectives and their variations affected by various factors. In addition, the opinions of Turkish language teachers and the sixth graders about teaching methodology of the adjectives were determined. Grounded theory where both qualitative and quantitative data can be used together, employed in this research in order to support the quantitative data in mixed methodology. The study population for qualitative analyzing included 160 sixth graders in Sanliurfa between 2018 and 2019 as well as the study population for quantitative analyzing included 160 sixth graders who filled out an open-ended questionnaire and 20 volunteer Turkish language teachers, who were fit into the inclusion criterion for the study. The quantitative data was obtained from a measurement tool developed by the investigator and the qualitative data was obtained from semi-structured interviews. Mann Whitney U and Kruskal Wallis tests were performed for statistical analyzing of the quantitative data with SPSS 22.0 software program. The content analyzing technique was performed for qualitative data with categorized opinions. 70.6% of sixth graders accurately found the adjectives and their variations. However, 28.2% were wrong and 1.1% did not reply. 68.2% of sixth graders accurately found the exact qualified word by the adjective. However, 31% were wrong and 0.7% did not reply. 13.62% of sixth graders accurately understanding the additional meaning of the noun/sentence/text qualified by the adjectives. However, 39.78% of them were half-right, 37.78% were wrong, and 8.81% of them did not reply. Finding the adjectives and their variations accurately is significantly associated with Turkish language lesson and overall school academic success but gender. Finding the qualified noun or pronoun accurately is significantly associated with Turkish language lesson academic success but genders and overall school success. Accurate comprehension of the additional meaning of the noun/sentence/text qualified by the adjectives is significantly associated with gender and Turkish language lesson academic success but overall school success. The most common errors in finding the qualified noun or pronoun were mistakenly defining noun as pronoun, mistakenly defining noun as adjective and mislabeling the possessive constructions. The most common errors in comprehension of the additional meaning of the qualified noun/sentence/text were mistakenly understanding the variations of adjectives instead of their actual meaning or mistakenly explaining the noun instead of the adjectives. Most teachers used visually and material-based supported teaching methodology while they were teaching the adjectives and their variations. The teachers additionally mentioned that finding the qualified noun in a sentence or text as a method for what they used while they were teaching the comprehension of additional meaning of the sentence or text with adjectives. However, the most students used a method such as asking questions in order to find the adjectives and their variations. Key Words: Turkish Language Education, Adjective, Variations, Teacher, Student