Teaching history and films: "The effect of the use of films in teaching history on students' achievement"

The aim of this study is to investigate the effects of using films as an instructional source on the success of students in teaching ?Republic Period?, the unit in ?The History of Turkish Republic Revolution and Ataturkism? for High School 3rd graders. The research was conducted with the experimental design model. An achievement test developed by the researcher was used in data collection in this study. The measurement tool was administrated to 129 third year students studying at Elmadag High School in spring semester 2003-2004. One-way analysis of variance (ANOVA) and Two-way analysis of variance (repeated measures) were used to test the subproblems of the research; the values of frequency, percentage and mean were employed during the analysis phase. This study was carried out over four different groups for High school 3rd graders, three being experimental and one being control group. In experimental groups, the application of appropriate methods and techniques to the activities of instruction through films was planned. To serve this purpose, experimental groups were made to watch ?Cumhuriyet [Republic]? dated 1998. Among these classes, a pre-test was administered to Experiment-1 ( Branch A) and then they were made to watch the film; subsequently, they were taught the unit and administered a post-test. As for Experiment-2 ( Branch B), the same procedure as above was followed. As for Experiment-3 (Branch C ), they were administered a pre-test, the unit was taught together with the film ( sometimes pausing the film and discussing and talking ) and a post-test was administered. Control group (Branch C) was administered a pre-test and the unit was taught (through question and answer method and narration) and a post-test was administered. In accordance with the pattern of the study, this group did not watch the film concerned. The result of the study indicated that in the course of ? Republic Period? there was a significant difference between the results of the pre-tests and post-tests for the experimental and control groups in terms of achievement scores. The result of the study indicated instructional method employed in the experimental groups exhibited a significant difference on the students? achievement in the post-test of ?Republic Period?. The methods and activities employed in Experiment-3 group (pausing the film and discussing and talking) were found to be more effective than the activities implemented in other groups.