The effect of interactive content prepared with H5P in Turkish language lessons on students' academic achievements, reading self-efficacy, and attitudes towards reading levels

The aim of this research is to investigate the effect of interactive content prepared with H5P in 7th-grade Turkish language lessons on students' academic achievements, reading self-efficacy, and attitudes towards reading. This research was designed within the framework of a mixed-methods approach. Quantitative data were collected using a pre-test/post-test control group design within an experimental approach, while qualitative data were obtained through semi-structured interviews to analyze teacher opinions in depth. The research was conducted with 7th-grade students attending a public school in the first semester of the 2023-2024 academic year. It was implemented over a six-week period. The study group consisted of a total of 37 students, with 17 in the experimental group and 20 in the control group. The "Nature and Universe" theme, included in the Turkish Language Curriculum, was taught to the students. During the implementation process, the teaching method of the control group teacher was the traditional method. In the experimental group, the interactive content developed by the researcher with H5P supported the teacher's implementation of the curriculum. The prepared interactive content was run on the smart board in the experimental group and used during the teaching process. The content consisted of pages that were both informative and allowed for the testing of learned information. This application aimed to make the learned information more permanent and more engaging for the students. The Academic Achievement Test was used within the scope of the research to determine the academic achievement levels of the students in the pre-test and post-test. In addition, the Reader Self-Efficacy Scale and the Reading Attitude Scale were administered to the students as pre-tests and post-tests. The data collected during the research were analyzed with IBM SPSS Statistics 27.0 software. The qualitative data obtained from interviews with 21 teachers in the research were analyzed using the content analysis method. According to the findings, instruction supported by interactive content developed with H5P was found to be effective in increasing students' academic achievement and positively developing their attitudes towards reading compared to the traditional method. However, no statistically significant difference was found in terms of their reading self-efficacy levels. Keywords: Academic Achievement, Interactive content, H5P, Reading Self-Efficacy, Attitudes Towards Reading