The effect of activity-based phonological processes teaching on students' academic achievement and grammar attitudes

The aim of this research is to examine the effect of activity-based teaching of phonological processes on students' academic achievement and attitudes towards grammar. The study group of the research consisted of 40 (19 experimental and 21 control) secondary school fifth grade students. While the students in the experimental group were taught activity-based grammar for five weeks, the students in the control group were given traditional teaching. In the analysis of the data, independent samples t-test, dependent samples t-test and one-way analysis of covariance were used. As a result of the research, it was found that activity-based phonological processes teaching to secondary school fifth grade students is an effective method in increasing the academic achievement of the students and making their attitudes towards grammar positive, this effect has a large effect size for academic achievement and a medium effect size for attitude towards grammar.