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This article has been presented in ICES 2017 - International Conference on Environmental Sciences & Educational Studies.
This article belongs to the special issue "Interdisciplinary Research on the Environmental Education, Educational Studies in Sustainability & Instructional Technologies and Designs".
Abstract
In this research, effects on grammar and writing achievement of a Turkish language instruction in which a programmed grammar source book followed are explored. Turkish Republic of Northern Cyprus primary schools eighth grade students is the population of this research. The participants of this research are assigned randomly into two groups namely control group (n = 33) and experimental group (n = 30). The experimental group followed a programmed grammar source book in the teaching-learning sessions in Turkish language instruction, whereas the control group followed a grammar book based on traditional methods. Findings of this research revealed that the experimental group students were more successful in grammar compared to the control group students. However, no significant differences were observed between the experimental and the control group students in terms of writing skills.
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
EURASIA J Math Sci Tech Ed, Volume 13, Issue 11, November 2017, 7539-7547
https://doi.org/10.12973/ejmste/78609
Publication date: 14 Oct 2017
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