Impact of Instruction with Concept Cartoons on Primary School 3rd Graders’ Speaking Skills

Abstract

Aim of the study was to reveal impact of instruction with concept cartoons on primary school 3rd graders’ speaking skills. The study group consisted of 58 third grade students in two different classrooms of a state school in Ankara. The two classes were appointed as experimental and control groups. Quasi-experimental model with pretest-posttest control group was employed for the research. Speaking instruction was given through concept cartoons in the experimental group, and through current instructional program in the control group. The students in the experimental group were given 25 hours of speaking instruction in total - 5 hours a week. “Speaking Skill Assessment Rubric” was employed as the data collection tool. Shapiro-Wilk, Mann Whitney U, Independent Samples t-Test and Covariance Analysis were used to analyze the data obtained from Speaking Skill Assessment Rubric. As a result of the study, it was revealed that speaking skills of the students in the experimental group, who were taught through use of concept cartoons, were better in the components of “language and expression”, “content” and “presentation”.