The effect of semiotic text analysis based activities on middle school students' story analysis skills: A mixed methods research

Thesis Type: Doctorate

Institution Of The Thesis: Ataturk University, Eğitim Bilimleri Enstitüsü, Türkçe ve Sosyal Bilimler Eğitimi Anabilim Dalı, Turkey

Approval Date: 2018

Thesis Language: Turkish


Supervisor: Muhsine Börekçi


In this study, the effect of the activity-based semiotic text analysis method on middle-school seventh grade students' story analysis skills and attitudes towards the Turkish language course was investigated. Another aspect of the study was to determine the views of the students involved in the implementation process about the process, and to reveal the results by supporting quantitative data with qualitative data. In this study, it was preferred to use the explanatory sequential methods design, which is one of the mixed method research designs in which both quantitative and qualitative methods are used. The deviant case sampling method, which is a purposeful sampling method, was used to determine the sample of the study. In this direction, based on the TEOG success rating of 2014–2015 academic year, 97 students at a middle school with a high rating (O1) and at a middle school with a low rating (O2) in Erzurum province center participated in the study. In the study, at school O1, 15 girls and 17 boys participated in the experimental group (D1), and 16 girls and 18 boys in the control group (K1). At school O2, 10 girls and 5 boys participated in the experimental group (D2), and 9 girls and 7 boys in the control group (K2). The implementation process was planned to cover the 2016–2017 academic year. The data of the study were collected by using the "Story Analysis Form (SAF)" and the semi-structured "Student Interview Form (SIF)" developed by the researcher, and the "Attitude Scale Towards Turkish Course" developed by Ünal and Köse (2014). The quantitative data were analyzed using the Mann-Whitney U test, the Wilcoxon test, and the t-test for independent and dependent samples. Content analysis technique was used in the analysis of the qualitative data. Based on the findings obtained by analyzing the collected data in the research process, the results showed that activities that were prepared according to the semiotic text analysis method improved the students' achievement in story analysis. It was seen that the experimental process did not make a significant difference in developing the attitudes of the students towards the Turkish course. As a result of the interviews done with the students, it was determined that the students found the activities to be positive and wanted these activities to be included in the textbooks.