The effect of using digital stories in social sciences course on middle school students' gender perception levels

The aim of this study is to determine the effect of digital stories on middle school students' gender perceptions in social studies course. For this purpose, an experimental study was conducted using the true experiment model with pretest-posttest control group. The perception of gender scale consisting of 25 items developed by Altınova and Duyan (2013) and a personal information form prepared by the researcher to collect demographic data of the participants were used as data collection tools. While determining the study group of the research, it was determined using typical situation sampling, one of the purposive sampling types, and consisted of a total of 72 6th grade students, 36 experimental and 36 control. The application was carried out with the experimental group using digital stories prepared by the researcher by taking expert opinions and including the topic of gender perception within the scope of SB.6.1.1. (Examines the change of social roles over time.) and SB.6.1.3. (Questions prejudices against differences in order to live in harmony in society.). Before starting the application, PGS was applied to the experimental and control groups as a pre-test. The experimental group was taught with digital stories and the control group was taught traditionally. At the end of the application, PGS was applied to the experimental and control groups as a post-test. As a result of the findings obtained; while there was no significant difference between the pre-test scores of the experimental and control groups, a significant difference was found between the post-test scores of the experimental and control groups. This significant difference was in favor of the experimental group. Therefore, it was seen that the digital story had a positive effect on the development of gender perception. In addition, a significant difference was found between the pre-test and post-test scores of the experimental group in favor of the post-test. The post-test score of the experimental group showed a significant difference according to gender and this significant difference was in favor of female students. The post-test scores of the experimental group showed a significant difference according to the family management style variable and this significant difference was in favor of the egalitarian family management style. While the posttest scores of the experimental group showed a significant difference in the variables of gender and family management style, there was no significant difference in the variables of mother's education and father's education. There was no significant difference between the post-test scores of the control group and the variables.