The effect of web 2.0 applications on students' academic achievement in Turkish lesson and their attitudes towards Turkish lesson

Web 2.0 applications that are widely used in education enable collaboration and active participation in learning and teaching environments. These applications that make learning both fun and meaningful; have a positive impact on students' motivations, attitudes and academic achievements. The aim of this research is to determine the impact of Web 2.0 applications on the academic achievements of 5th year students in Turkish course and their attitudes towards Turkish course. For this purpose, the study group includes 5/C class control group of İsmetpaşa Secondary School in the Central District of Düzce province in 2020-2021 academic year, 5/D class experimental group a total of 59 students. The research was carried out by experimental pattern with pre-test-final test control group from quantitative methods. The subject,"Roots and suffixes" was studided in the experimental group (n=29) with activities prepared with Microsoft Teams, Wordart, Coggle, Mentimeter, Wordwall, Quizz, Socrative and Kahoot!; in the control group using traditional methods. The research was carried out in a period of six weeks (12 lessons). The research data were collected with Turkish Lesson Success Test prepared by the researcher and Turkish Course Attitude Scale prepared by Kapar Kuvanç (2008). The data obtained were analyzed with the package program "SPSS 22.00". The state of normality of the data is determined by the "Kolmogorov-Smirnov Test". The data obtained were analyzed by "Independent Samples T Test" and "Paired Samples T Test" when the data was distributed normally and the two variables were compared. In cases where two variables were compared and data were not distributed normally, the "Man Whitney-U Test" was performed. According to the results obtained from the research, that there is statistically significant difference in academic success and attitude scores towards Turkish course in the experimental group where teaching is performed with Web 2.0 applications has been found. There is no difference between the gender regarding the attitude scores of the experimental group to the Turkish course, but there is a significant difference in the achievement scores in favor of female students. In addition, the attitude scores of students who play with technological tools more than 1 hour a day towards Turkish lesson were found to be higher than those who play less than 1 hour. Keywords: Web 2.0, Roots and Suffixes, Turkish Teaching, Attitude, Success