Effects of Folklore Teaching with Constructivist and Computer-Assisted Teaching Method

Abstract

In this study, the effects of constructivist learning and computer-assisted instruction on the achievement and attitudes of high school 2nd grade students in learning folk literature unit were examined by comparing with traditional teaching methods. The sample of the study consisted of 60 high school 2nd grade students studying in a high school in Arkalyk, Kazakhstan. The folk literature unit was taught by using constructivist learning and computer assisted instruction method in the experimental group, while traditional teaching methods were used in the control group. Constructivist teaching was organized according to the 5E model and associated with computer assisted instruction. The experimental applications of the research lasted 7 weeks. Folk literature achievement test and attitude scale towards folk literature were used to collect the data. As a result of the study, it was found that the students who studied with constructivist learning and computer-assisted instruction method achieved higher achievement levels in learning the folk literature unit compared to the students who studied with traditional teaching methods. The study also found out that constructivist learning and computer-assisted instruction practices significantly increased students' attitudes towards folk literature subjects.