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Abstract


THE IMPACT OF INSTRUCTION THROUGH DIGITAL GAMES ON STUDENTS’ ACADEMIC ACHIEVEMENT IN TEACHING EARTHQUAKES IN A SOCIAL SCIENCE CLASS
The purpose of this study is to investigate the impact of instruction through digital games on academic achievement while teaching the subject of earthquakes in class for a social science class. This study was carried out using a quantitative research method. It adopted “Solomon four-group research model” as the specific research design of the study. The study sample was composed of 108 students (59 males and 49 females) studying at the fifth grade in Başöğretmen Secondary School in Sivas and Gaziosmanpaşa Secondary School in Tokat during the academic year 2015-2016. Based on the t-test results obtained from the study, there was a statistically significant difference between the mean score of the experimental group and the control group, in favour of the former. In other words, it was found that the scores of the students in the experimental group, which was instructed using digital games to teach earthquakes were higher than those of the learners in the control group, which was instructed using the traditional methods (lecturing and the use of the course book and so forth).

Keywords
social sciences, computer assisted instruction, digital games


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