The usage of computer animations in the teaching of Turkish Republic History of Revolution and Kemalism course

The Purpose of this study is to see the effects of computer animations on the academic achievement of students in the turkish republic history of revolution and Atatürkism course and to study students's perspectives on animations. Mixed-method research model was used in thestud. Quantitative data was initially obtained in the study thorugh achievement test and quantitative data was subsequently backed up by qualitative data obtained by researcher who conducted one to one interview swith students in the experimental group. Inthequantitativepart of theresearch, experimentalprocessphasewasconductedby Secondary schools in Pütürge District Center of Malatya Province, andsamplesby 8th grade students studying at Pazarcık Secondary School, affiliated to the ministry of national education in the Province of Malatya/Pütürge District. Simulated exampling out of non-random purposeful sampling methods was used in determing the sample. The subjects of the study was choosed by students who studied at 8-A/8-B classes from Pazarcık Secondary and were equal to each other both in terms of socio-economic and academic success in 2019-2020 education year. The study was carried out by 50 students, 25 of who mare in experimental group and 25 in control group. In the qualitative part of the study, the students who make up the study group was choosen from 8-B Class in Pazarcık Secondary School affiliated to the ministry of national education in the Pütürge district of Malatya Province in 2018-2019 EducationYear. 25 Students in this study also make up the experimental part of quantitative dimension. Within the scope of the research, the unit containing the related gains foreseen to be used frequently in animations that are planned to be applied first has been determined. In this context, a national epic that is included in the 8th grade History of Revolution course curriculum: 'Either Independence Or Death!' the animations on the EBA platform have been integrated by preparing lesson plans for the gains. In order to measure the academic success of the experimental and control groups, the Academic Achievement Test of the Unit "A National Epic: Either Freedom or Death" consisting of multiple-choice questions has been prepared and used by the researcher. In the qualitative dimension of the study, semi-structured interview form was used. At the end of the quantitative application, the questions in the interview form in Annex 3 in order to obtain the opinions of the students about computer animations have been given to 25 students of class 8/B who participated in the study at Pazarcık Secondary School. In the pretest comparisons of the study between the experimental (x̅ = 11.12) and control (x̅ = 11.40) groups, it has been seen that there was no significant difference between the groups (p> .05). Therefore, it has been observed that the success levels of the pretest groups were equal before the application. As a result of the experimental application in the study, as a result of the comparison of the posttest scores of the experimental and control groups, it has been seen that there is no significant difference between the groups (p> .05). Therefore, when the arithmetic mean scores are examined, it can be said that the use of computer animations in Social Studies education increases the academic achievement of students more than the processes in the normal curriculum according to the experimental group average scores (x̅ = 17.08) compared to the control group scores (x̅ = 15.96). As a result of the experimental application in the study, as a result of the comparison of the pretest (x̅ = 11.12) and posttest (x̅ = 17.08) scores of the experimental group, it is seen that there is a significant difference between the scores of the groups in favor of the posttest scores (p≤.05). Therefore, it can be said that the use of computer animations in Social Studies education increases the academic success of students. In the comparison of the pretest (x̅ = 11.40) and posttest (x̅ = 15.96) scores between the control groups of the study, it has been seen that there was a significant difference between the groups in favor of the control posttest scores (p≤.05). Therefore, it can be said that there is an increase in the academic success scores of the students who are not applied. When examining the situation regarding the associations formed by the concept of animation in students, out of the 7 concepts obtained from the students' opinions, the most one; The concepts of Visual and Audio Transfer (f8), Visual Transfer (f4), Animation (f4), Summary Expression, Line Series, Permanent Expression and Fun Technique have been answered by only one student. When the situation on the effect of animation technique on permanence in teaching the subjects of Turkish Republic History of Revolution and Kemalism course was examined, 5 different themes have been obtained from the students' views. These are respectively; Visual (f5), Amusing (f5) and Remarkable (f5), Visual and Aural and Revitalizing (f3) have been answered by the student. When the situation regarding the effects of the use of animation technique in teaching the subjects of Turkish Republic History of Revolution and Kemalism course in terms of learning process and environment was examined, 7 different themes have been obtained from the opinions of the students. These themes are; Facilitating Learning (f7), Classroom Environment Quiet (f6), Fun Environment (f3), Persistent Learning (f3), Remarkable (f2), Motivational (f1) and Supporting (f1) have been answered by the students. When we look at the situation about the 3 things that attract the students 'attention in animations, 7 different themes have been obtained from the students' views. These themes are; Voices (f15), Visuals (f6), Animations (f4), People (f3), Maps (f3), Being Planned and Colors were answered by a student. Considering the situation regarding the effect of animations on the teaching of complex subjects in the teaching of T.C History of Revolution and Kemalism Course, there are 8 themes obtained from the students' opinions. 19 of these themes are positive and 2 are negative. Positive themes, respectively; Events and Situations Enforcing (f5), Learning Facilitating (f5), Persistent (f4), Remarkable and Motivating (f3), Detailed (f2), Fun (f2) were answered by the students. The two negative opinions are; Teacher More Effective (f1) and No Effect on Learning (f1) was answered by the student. Keywords: Animations, Education, Academic Success, Interview Form