The Effect of Intelligence and Mind Games on Secondary School Students’ Writing Success

ABSTRACT

Language, which is the main tool of communication that consists actions without understanding and explaining, has vital importance in every field of life. Mother tongue teaching is a process that enhances school-type learning in all disciplines starting from the primary education level. It is also an area that links to deveoplment of thinking skills. In this context, there is a need for applications that encourages mother tongue development and enriches higher tninking skills based on active learning in educational settings. One of the educational activities that develop high-level thinking skills is Mind-Intelligence Games. Intelligence Games are defined as activities offered for individuals to realize their own potentials, to make fast and correct decisions, to produce their own unique solutions to problems, and to renew themselves continuously. In this study, the applicability of Mind Games in writing Turkish lessons was investigated. The aim of the study is to examine the effect of the Intelligence and Mind Games selected in accordance with the content and achievements of the Turkish Lesson Curriculum on the writing process. The research was carried out by quantitative research method on two equivalent groups studying in the 7th grade of a public secondary school. Semi-experimental design with experimental and control groups was used in this research. In the experimental group, the process to be tested on the dependent variable, namely the lesson taught with the Mind Games, was applied. In the control group, a standard course was taught with the ongoing method. Intelligence and Mind Games discussed in this study were effective especially in the preparation phase of writing The data received from the two groups selected by matching were evaluated by the experts on the writing skills assessment scale. It was found that the students in the group where the lessons were taught with the Mind Games were more successful in writing than the students in the group where the classical lesson was taught. It was observed that the interest and attention of students in the experiment group increased.also