The Effect of Authentic Learning Method on Middle School Students' Digital Literacy Skills

Murat Ateş; Ali Umut Aşcı

Article Details

The Effect of Authentic Learning Method on Middle School Students' Digital Literacy Skills

Authors:

Murat Ateş | Ali Umut Aşcı

Publisher:

Kirsehir Ahi Evran University

Main Topics:

Türkçe ve Sosyal Bilimler Eğitimi (Diğer)

Journal:

Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi Vol.26 Issue 2, pp.501-519

Document Type:

Article

Publication Date:

5/2025

Document Language:

Turkish

Document ID (Org No.):

2001348509

pISSN:

2147-1037

Keywords:

Abstract:

 The main purpose of this study is to examine the effect of authentic learning method on digital literacy skills of middle school students. In the study, a quasi-experimental design with pretest-posttest control group was used as one of the quantitative research methods. The study group consisted of 67 students in the 7th grade. Thirty-three students in the experimental group of the study had the opportunity to experience the authentic learning approach, while 34 students in the control group received education with traditional methods. In the study, the Digital Literacy Scale developed by Pala 2019 was used as data collection tool. This scale was applied to the participants as pre-test, post-test and retention test. The SPSS 25 package program was utilized to analyse the quantitative data. Since the data showed skewed distribution, Mann-Whitney U test and Wilcoxon signed-rank test were used in the analysis. As a result of the analysis, it was concluded that the authentic learning method was effective in the development of digital literacy skills of the experimental group students. It was determined that the retention levels of the experimental group were better than the control group. In addition, when the tests were analysed in terms of gender, no statistically significant difference was found between the groups.

 The main purpose of this study is to examine the effect of authentic learning method on digital literacy skills of middle school students. In the study, a quasi-experimental design with pretest-posttest control group was used as one of the quantitative research methods. The study group consisted of 67 students in the 7th grade. Thirty-three students in the experimental group of the study had the opportunity to experience the authentic learning approach, while 34 students in the control group received education with traditional methods. In the study, the Digital Literacy Scale developed by Pala 2019 was used as data collection tool. This scale was applied to the participants as pre-test, post-test and retention test. The SPSS 25 package program was utilized to analyse the quantitative data. Since the data showed skewed distribution, Mann-Whitney U test and Wilcoxon signed-rank test were used in the analysis. As a result of the analysis, it was concluded that the authentic learning method was effective in the development of digital literacy skills of the experimental group students. It was determined that the retention levels of the experimental group were better than the control group. In addition, when the tests were analysed in terms of gender, no statistically significant difference was found between the groups.

 The main purpose of this study is to examine the effect of authentic learning method on digital literacy skills of middle school students. In the study, a quasi-experimental design with pretest-posttest control group was used as one of the quantitative research methods. The study group consisted of 67 students in the 7th grade. Thirty-three students in the experimental group of the study had the opportunity to experience the authentic learning approach, while 34 students in the control group received education with traditional methods. In the study, the Digital Literacy Scale developed by Pala 2019 was used as data collection tool. This scale was applied to the participants as pre-test, post-test and retention test. The SPSS 25 package program was utilized to analyse the quantitative data. Since the data showed skewed distribution, Mann-Whitney U test and Wilcoxon signed-rank test were used in the analysis. As a result of the analysis, it was concluded that the authentic learning method was effective in the development of digital literacy skills of the experimental group students. It was determined that the retention levels of the experimental group were better than the control group. In addition, when the tests were analysed in terms of gender, no statistically significant difference was found between the groups.

 Bu araştırmanın temel amacı, otantik öğrenme yönteminin ortaokul öğrencilerinin dijital okuryazarlık becerileri üzerindeki etkisini incelemektir. Araştırmada nicel araştırma yöntemlerinden ön test-son test kontrol gruplu yarı deneysel desen kullanılmıştır. Bu araştırmanın çalışma grubu, 2021-2022 eğitim öğretim döneminde Aksarayda bir devlet okulunda öğrenimlerini 7. sınıfta sürdüren 67 öğrenciden oluşmaktadır. Araştırmanın deney grubunda yer alan 33 öğrenci, otantik öğrenme yaklaşımını deneyimleme fırsatı bulmuş; kontrol grubunda yer alan 34 öğrenci ise geleneksel yöntemlerle eğitim almıştır. Çalışma grubunun seçimi için, seçkisiz olmayan örnekleme türlerinden olan uygun örnekleme yöntemi tercih edilmiştir. Araştırmada veriler toplanırken Pala 2019 tarafından geliştirilen Dijital Okuryazarlık Ölçeği kullanılmıştır. Bu ölçek, katılımcılara ön test, son test ve kalıcılık testi olarak uygulanmıştır. Nicel verilerin analizinde SPSS 25 paket programı kullanılmıştır. Ulaşılan verilerin dağılım durumlarına Kolmogorov-Simirnov testi ile bakılmış ve veriler çarpık dağılım gösterdiği için analizlerde Mann-Whitney U testi ve Wilcoxon işaretli sıralar testi kullanılmıştır. Analizler neticesinde otantik öğrenme yönteminin deney grubu öğrencilerinin dijital okuryazarlık becerilerinin gelişiminde etkili olduğu sonucuna ulaşılmıştır. Deney grubunun kalıcı öğrenme düzeylerinin kontrol grubuna göre daha iyi durumda olduğu tespit edilmiştir. Ayrıca uygulanan testlere cinsiyet açısından bakıldığında ise gruplar arasında istatistiksel olarak anlamlı bir fark tespit edilmemiştir.

Article Details

The Effect of Authentic Learning Method on Middle School Students' Digital Literacy Skills

Authors:

Murat Ateş | Ali Umut Aşcı

Publisher:

Kirsehir Ahi Evran University

Main Topics:

Türkçe ve Sosyal Bilimler Eğitimi (Diğer)

Journal:

Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi Vol.26 Issue 2, pp.501-519

Document Type:

Article

Publication Date:

5/2025

Document Language:

Turkish

Document ID (Org No.):

2001348509

pISSN:

2147-1037

Authentic Learning

Digital Literacy

Retention LearningOtantik Öğrenme

Dijital Okuryazarlık

Kalıcı Öğrenme

Issues

Article Details

The Effect of Authentic Learning Method on Middle School Students' Digital Literacy Skills

Authors: Murat Ateş | Ali Umut Aşcı

Publisher: Kirsehir Ahi Evran University

Main Topics: Türkçe ve Sosyal Bilimler Eğitimi (Diğer)

Journal: Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi Vol.26 Issue 2, pp.501-519

Document Type: Article

Publication Date: 5/2025

Document Language: Turkish

Document ID (Org No.): 2001348509

pISSN: 2147-1037

Authentic Learning

Digital Literacy

Retention LearningOtantik Öğrenme

Dijital Okuryazarlık

Kalıcı Öğrenme

Issues

Authors:

Murat Ateş | Ali Umut Aşcı

Publisher:

Kirsehir Ahi Evran University

Main Topics:

Türkçe ve Sosyal Bilimler Eğitimi (Diğer)

Journal:

Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi Vol.26 Issue 2, pp.501-519

Document Type:

Article

Publication Date:

5/2025

Document Language:

Turkish

Document ID (Org No.):

2001348509

pISSN:

2147-1037