The ımpact of quantum-based dıfferentıated ınstructıon applıed ın turkısh language classes on student success

The aim of this study is to present an example of how Turkish language teaching practices can be designed according to a quantum-based differentiated instruction model, and to determine the impact of lessons planned in line with this model on students' attitudes towards the course, active participation, comprehension of reading and listening, and self-assessment levels of four basic language skills. Additionally, the study aims to reveal students' views regarding the model. The study was conducted using the action research approach, one of the qualitative research designs. Within the action research, a pretest-posttest control group design was used. The study group consisted of 43 students, with 21 in the experimental group and 22 in the control group, studying in the 6th grade of a middle school in the Western Black Sea region during the 2022-2023 academic year. The quantum-based differentiated instruction model was applied to the experimental group, while traditional methods were used in the control group. The research involved three action plans implemented over 13 weeks. During the first action plan, students in the experimental group were asked to fill out lesson evaluation forms after each class, and the teacher also wrote reflective journal entries about the lessons. Additionally, at the end of each action, students were asked to fill out process evaluation forms evaluating the action process. After each action, lesson evaluation forms, process evaluation forms, and reflective journal entries were analyzed together. Based on the data obtained, revisions were made in the second and third action plans, and the process was completed with the implementation of the third action plan. Data collection included reading comprehension and listening comprehension achievement tests, an attitude scale towards the Turkish course, an active participation scale, four basic language skills self-assessment forms, student lesson evaluation forms, teacher reflective journal forms, student process evaluation forms, and focus group interview forms. Data analyses were conducted simultaneously with data collection. Descriptive statistics, t-tests for independent groups, and t-tests for dependent groups were used for the analysis of quantitative data, while content analysis techniques were employed for the analysis of qualitative data. The quantum-based differentiated instruction model was found to positively affect students' academic achievements, active participation, attitudes towards the course, and self-assessment levels of four basic language skills compared to the students in the control group. Furthermore, it was concluded that students effectively used their four basic language skills, showed development in language skills, developed positive attitudes towards the course, learned better and faster, enjoyed collaborative work and activities, strengthened friendship bonds socially, developed life skills, actively participated in the lessons, and the teacher did not face any problems regarding classroom management.