Argümantasyon Temelli Öğrenme Modelinin Yedinci Sınıf Öğrencilerinin Yazılı Argüman Kullanma Seviyelerine, İkna Edici Yazma Başarılarına ve Yazma Motivasyonlarına Etkisi
Exploring the Effect of Argumentation-Based Learning on 7th Grade Students' Written Argument Use Levels, Their Persuasive Writing Success and Motivation

Summary/Abstract: Upon analyzing academic studies in Turkey, there is no such a study specifically published on employing the argumentation-based learning model to enhance persuasive writing skills and writing motivation. Implementing innovative teaching approaches within Turkish education is expected to enrich the field of writing skills for researchers, educators, and students. This study aims to explore the impact of the argumentation-based learning model on the 7th-grade students' proficiency in using written arguments, their achievements in persuasive writing, and their motivation to write. This study utilized an experimental design, one of the quantitative research methods, to assess the impact of the argumentation-based learning model on 7th-grade students' use of written arguments, their achievements in persuasive writing, and their motivation to write. Quasiexperimental designs were adopted due to the non-random assignment of participants to experimental and control groups. The working group encompassed 7th-grade students studying at a state secondary school in a province during the 2022-2023 academic year. Both students and parents were informed about the study's scope and they voluntarily consented to participate. Convenience sampling method was employed to select students. The study consisted of a total of 42 students, with 21 in the experimental group and 21 in the control group. This study deployed the Argumentation Evaluation Scale developed by Erduran, Simon, and Osborne (2004); the Persuasive Writing Measurement Tool by Kaptan (2015); and the Writing Motivation Scale by Deniz and Demir (2020). Over an eight-week period, implementation and data collection emerged within two lesson hours per week. Two researchers conducted the analysis to ensure inter-rater reliability. Afterwards, the data were analyzed using the SPSS 24 software package, including both descriptive and inferential statistics. Regarding the research question on the impact of the argumentation-based learning model on students' use of written arguments, the experimental group was identified to exhibit an increase in their levels of written argumentation. Conversely, the control group, which followed the standard curriculum, showed minimal difference in their pre-test and post-test written argumentation levels, meaning that the argumentation-based learning model effectively enhances students' levels in employing written arguments. As regards the research question concerning the impact of the argumentation-based learning model on students' persuasive writing achievements, the experimental group was noted to increase in their persuasive writing accomplishments. However, the control group, which followed the standard curriculum, demonstrated minimal deviation between their pretest and post-test results in persuasive writing achievements. This indicates that the argumentationbased learning model effectively enhances students' level in persuasive writing. Concerning the research question about the effect of the argumentation-based learning model on students' writing motivation, the experimental group was determined to experience an increase in their motivation to write. On the contrary, the control group, which continued with the conventional teaching methods, showed little difference between their pre-test and post-test results in writing motivation. Thus, it is most probable that the argumentation-based learning model effectively increases students' motivation to write.

• Details
• Contents