The study consisted of 64 students, including 32 control and 32 experimental group.
statistics (mean, standard deviation) for numerical variables were given. Normality assumptions of numerical variables were examined with the Kolmogorov Smirnov normality test and it was observed that the variables were normally distributed. Therefore, parametric statistical methods were used in the study. The differences between two independent groups were analysed using the Independent Sample T Test. The differences between two dependent numerical variables were examined with the Dependent Sample T Test. Differences between the two dependent categorical variables were checked by Mc Nemar analysis. Statistical significance in the analyses was interpreted at the level of .05.
4. RESULTS
This part of the study presents the results of the data analysis to examine the relationship between digital storytelling and listening skills improvement in language classes and answer the research question of the study.
4.1. Descriptive Statistics
Table 4 indicates the findings of the Part A of the listening achievement test.
Table 4 Distribution of Correct and Incorrect Answers Given in Pre-Test and Post Test for Part A According to Groups
Control (n=32) Experimental (n=32)
Chi Square p Number Percent Number Percent
Pre Test
A 1
0,577 0,448
False 17 53,1 20 62,5
True 15 46,9 12 37,5
Post Test
A 1
7,570 0,006*
False 21 65,6 10 31,3
True 11 34,4 22 68,8
Mc Nemar (p) 0,125 0,002*
Pre Test
A 2
0,000 1,000
False 21 65,6 21 65,6
True 11 34,4 11 34,4
Post Test
A 2
7,570 0,006*
False 21 65,6 10 31,3
True 11 34,4 22 68,8
Mc Nemar (p) 1,000 0,001*
Pre Test
A 3
0,071 0,790
False 21 65,6 22 68,8
True 11 34,4 10 31,3
Post Test
A 3
2,259 0,133
False 20 62,5 14 43,8
True 12 37,5 18 56,3
Mc Nemar (p) 1,000 0,008*
Pre Test
A 4
0,308 0,578
False 22 68,8 24 75,0
False 21 65,6 17 53,1
True 11 34,4 15 46,9
Mc Nemar (p) 1,000 0,039*
*:p<.05 Mc Nemar: Pre-test, post-test differences in groups Chi square: Relation between groups
When Table 4 is examined, the rate of those who gave correct answers to the first question of part A in the pre-test in the control group was 46.9%, while the same rate was 37.5% in the test group. In the control group, the rate of those who gave correct answers to the first question of part A in the last test was 34.4%, while the same rate was 68.8% in the test group. The rate of those who gave the correct answer to the second question of section A in the pre-test was 34.4% in the control group, while the same rate was 34.4% in the test group. In the control group, the rate of those who gave the correct answer to the second question of section A in the final test was 34.4%, while the same rate was 68.8% in the test group. The rate of those who gave the correct answer to the third question of section A in the pre-test in the control group was 34.4%, while the same rate was 31.3% in the test group.
In the control group, the rate of those who gave the correct answer to the third question of section A in the final test was 37.5%, while the same rate was 56.3% in the test group. The rate of those who gave correct answers to the fourth question of section A in the pre-test in the control group was 31.3%, while the same rate was 25% in the test group. In the control group, the rate of those who gave the correct answer to the fourth question of section A in the final test was 34.4%, while the same rate was 46.9% in the test group.
As a result of the applied chi-square analysis, there was a statistically significant relationship between the correct / incorrect answers given to the control and experimental groups and A1 in the post-test and A2 in the post-test (p <.05). Accordingly, the rate of those who gave correct answers to A1 in the posttest and A2 in the posttest in the test group was significantly higher than the control group.
As a result of the Mc Nemar analysis, the correct / incorrect answers given to the questions A1, A2, A3, A4 in the test group showed a statistically significant difference in the pre-test and post-test (p <.05). Accordingly, the rate of those who gave correct answers to A1, A2, A3, A4 questions in the post-test was significantly higher in the test group than the pre-test.
Table 5 indicates the findings of the Part B of the listening achievement test.
Table 5 Distribution of Correct and Incorrect Answers Given in Pre-Test and Post-Test for Part B According to Groups
Control (n=32) Experimental (n=32)
Chi Square p Number Percent Number Percent
Pre Test
B 1
0,577 0,448
False 12 37,5 15 46,9
True 20 62,5 17 53,1
Post Test
B 1
0,309 0,578
False 8 25,0 10 31,3
True 24 75,0 22 68,8
Mc Nemar (p) 0,125 0,063
Pre Test
B 2
0,000 1,000
False 15 46,9 15 46,9
True 17 53,1 17 53,1
Post Test
B 2
1,871 0,171
False 12 37,5 7 21,9
True 20 62,5 25 78,1
Mc Nemar (p) 0,375 0,008*
Pre Test
B 3
0,591 0,442
False 11 34,4 14 43,8
True 21 65,6 18 56,3
Post Test
B 3
2,003 0,157
False 11 34,4 6 18,8
True 21 65,6 26 81,3
Mc Nemar (p) 1,000 0,008*
Pre Test
B 4
1,036 0,309
False 11 34,4 15 46,9
True 21 65,6 17 53,1
Post Test
B 4
1,108 0,292
False 13 40,6 9 28,1
True 19 59,4 23 71,9
Mc Nemar (p) 0,500 0,031*
*: p <.05 Mc Nemar: Within Groups Pretest-Posttest Differences Chi-Square: Relationship Between Groups
When Table 5 is examined, the rate of those who gave correct answers to the first
53.1% in the test group. The rate of those who gave correct answers to the first question of part B in the last test in the control group is 75%, while the same rate is 68.8% in the test group. The rate of those who gave the correct answer to the second question of part B in the pre-test in the control group was 53.1%, while the same rate was 53.1% in the test group. In the control group, the rate of those who gave the correct answer to the second question of part B in the last test was 62.5%, while the same rate was 78.1% in the test group. In the control group, the rate of those who gave the correct answer to the third question of the B section in the pre-test was 65.6%, while the same rate was 56.3% in the test group. In the control group, the rate of those who gave the correct answer to the third question of part B in the final test was 65.6%, while the same rate was 81.3% in the test group. The rate of those who gave the correct answer to the fourth question of the B part in the pre-test in the control group was 65.6%, while the same rate was 53.1% in the test group. The rate of those who gave the correct answer to the fourth question of part B in the post test was 59.4% in the control group, while the same rate was 71.9% in the test group. As a result of the Mc Nemar analysis applied, the correct / incorrect answers given to the questions B2, B3, B4 in the test group showed a statistically significant difference in pre-test and post-test (p <.05).
Accordingly, the rate of correct answers to B2, B3, B4 questions in the post-test in the test group is significantly higher than the pre-test.
Table 6 indicates the findings of the Part C of the listening achievement test.
Table 6 Distribution of Correct and Incorrect Answers Given in Pre-Test and Post-Test for Part C According to Groups
Control (n=32) Test (n=32)
Chi Square p Number Percent Number Percent
Pre Test
C 1
0,000 1,000
False 16 50,0 16 50,0
True 16 50,0 16 50,0
Post Test
C 1
2,332 0,127
False 16 50,0 10 31,3
True 16 50,0 22 68,8
Mc Nemar (p) 1,000 0,031*
Pre Test
C 2
1,602 0,206
False 21 65,6 16 50,0
True 11 34,4 16 50,0
Post Test
C 2
6,275 0,012*
False 20 62,5 10 31,3
True 12 37,5 22 68,8
Mc Nemar (p) 1,000 0,031*
Pre Test
C 3
0,000 1,000
False 20 62,5 20 62,5
True 12 37,5 12 37,5
Post Test
C 3
4,267 0,039*
False 24 75,0 16 50,0
True 8 25,0 16 50,0
Mc Nemar (p) 0,289 0,009*
Pre Test
C 4
1,164 0,281
False 24 75,0 20 62,5
True 8 25,0 12 37,5
Post Test
C 4
7,752 0,005*
False 24 75,0 13 40,6
True 8 25,0 19 59,4
Mc Nemar (p) 1,000 0,016*
*: p <.05 Mc Nemar: Within Groups Pretest-Posttest Differences Chi-Square: Relationship Between Groups
When Table 6 is examined, the rate of those who gave the correct answer to the first question of section C in the pre-test was 50% in the control group, while the same rate was 50% in the test group. In the control group, the rate of those who gave correct answers to the first question of section C in the final test was 50%, while the same rate was 68.8% in the test group. In the control group, the rate of those who gave the correct answer to the second question of section C in the pre-test was 34.4%, while the same rate was 50% in the test group.
In the control group, the rate of those who gave the correct answer to the second question of section C in the final test was 37.5%, while the same rate was 68.6% in the test group. In the control group, the rate of those who gave the correct answer to the third question of section C in the pre-test was 37.5%, while the same rate was 37.5% in the test group. The rate of those who gave the correct answer to the third question of section C in the last test was 25% in the control group, while the same rate was 50% in the test group. The rate of those who gave the correct answer to the fourth question of section C in the pre-test was 25% in the control group, while the same rate was 37.5% in the test group. In the control group, the rate of those who gave the correct answer to the fourth question of section C in the final test was 25%, while the same rate was 59.4% in the test group. In this section, analyzes were made by taking the total
B, and C (Table 4.5.). While taking the total score, those who gave correct answers in 12 questions and those who gave 1 wrong answer were given 0 points. This score has been expanded between 0-100 for easier interpretation afterwards.
4.1.1 Research question 1
In order to find out whether digital storytelling improved the success level of students in listening as mentioned in Research Question 1, the results of the pre and post-tests are analysed and explained with the help of independent and dependent T-tests.
Table 7 indicates the findings of the success scores of the pre and post-tests within and between groups.
Table 7 Examination of the Differences in Pre-Test and Post-Test for Success Scores According to Groups
Control (n=32) Test (n=32) Differences Between Groups
Av. S.S. Av. S.S. ta p
Success
Scores
Pre Test 46,09 15,04 43,95 12,65 0,618 0,539
Post Test 45,70 14,50 65,04 10,75
-6,059 0,000*
In-Group Differences tb=0,349 p=0,730 tb=-10,158 p=0,000*
*:p <.05: ta: Independent Sample T Test tb: Dependent Sample T Test
When Table 7 is examined, the average pre-test success score of the control group was 46.09, while it was 45.70 in the post-test. While the average pre-test success score of the test group was 43.95, it was 65.04 in the post-test.
As a result of the independent sample t test, there is no statistically significant difference between the control and test groups in terms of pre-test success scores (p> .05), while there is a statistically significant difference in terms of post-test success scores (p <.05).
Accordingly, the post-test success scores of the test group are significantly higher than the control group.
As a result of the dependent sample t test applied, there is no statistically significant difference between the pre-test and post-test success scores of the control group (p> .05).
As a result of the dependent sample t test applied, there is a statistically significant difference between the pre-test and post-test success scores of the test group (p <.05).
Accordingly, the success scores of the test group in the post-test increased significantly compared to the pre-test.
4.1.2 Research question 2
The second research question of this study “Does digital storytelling have an impact on students’ attitudes towards listening skills?” is summarized below.
Table 8 indicates the findings of the “Learners’ Attitude Scale” according to groups.
Table 8 Descriptive Statistics Regarding "Learners' Attitude Scale" and Its Sub-Dimensions According to Groups
Control (n=32) Test (n=32)
t p
Av. S.S. Av. S.S.
Attitudes Towards The Importance Of
Listening 2,58 0,43 3,32 0,42 -6,898 0,000*
Attitudes Towards Enjoying Listening 2,83 0,41 3,17 0,51 -2,926 0,000*
Attitudes Towards Learning Listening By
Digital Storytelling 3,72 0,41 4,49 0,36 -7,870 0,000*
Attitudes Towards The Listening Teacher 3,16 0,43 3,96 0,51 -6,879 0,000*
Total Score 3,07 0,24 3,73 0,29 -9,875 0,000*
*: p <.05 t: Independent Sample T Test
When Table 8 is examined, the average of the "Attitudes Towards The Impact of Listening" sub-dimension scores of the learners in the control group is 2.58 ± 0.43, while the test group is 3.32 ± 0.42. While the mean score of the "Attitudes Towards Enjoying Listening"
sub-dimension of the control group is 2.83 ± 0.41, it is 3.17 ± 0.51 for the test group. While the mean scores of the "Attitudes Towards Learning Listening By Digital Storytelling" sub-dimension of the control group is 3.72 ± 0.41, it is 4.49 ± 0.36 for the test group. While the average score of the "Attitudes towards the listening teacher" sub-dimension of the control group is 3.16 ± 0.43, it is 3.96 ± 0.51 for the test group. While the average of "Learners' Attitude Scale" scores of the control group is 3.07 ± 0.24, it is 3.73 ± 0.29 for the test group.
Attitudes Towards Learning Listening By Digital Storytelling, "Attitudes Towards The Listening Teacher" and "Learners' Attitude Scale" there is a statistically significant difference in terms of scores (p <.05). Accordingly, the test group's "Attitudes Towards The Importance of Listening", "Attitudes Towards Enjoying Listening", Attitudes Towards Learning Listening By Digital Storytelling "," Attitudes Towards The Listening Teacher "and"
Learners' Attitude Scale "scores were significantly higher than the control group.