Karşılıklı Öğretim Tekniğinin 7. Sınıf Öğrencilerinin Okuma Motivasyonu, Okur Öz Algısı, Okuduğunu Anlama Başarısına Etkisi Ve Uygulamalara İlişkin Öğrenci Görüşleri
Abstract
Bu çalışmanın amacı, karşılıklı öğretim tekniğinin ortaokul öğrencilerinin okuma motivasyonu, okur öz algısı, okuduğunu anlama başarısı üzerindeki etkilerini tespit etmek ve yapılan uygulamaya ilişkin öğrenci görüşlerini ortaya çıkarmaktır. Çalışmada karma araştırma yöntemlerinden açımlayıcı sıralı desen kullanılmıştır. Araştırmanın nicel boyutunu gerçek deneysel desenlerden ön test son test kontrol gruplu seçkisiz desen kullanılırken araştırmanın nitel boyutunda ise nitel araştrıma tekniklerinden görüşme kullanılmıştır. Araştırmanın örneklemini Van'ın Tuşba ilçesine bağlı İskele Ortaokulunda 7. sınıfta öğrenim gören 26'sı deney, 26'sı ise kontrol grubunda olmak üzere 52 oluşturmaktadır. Araştırmanın verileri; 'Okuma Motivasyonu ve Okumaya Adanmışlık Ölçeği', 'Okur Öz Algısı Ölçeği', 'Okuduğunu Anlama Başarı Testi' ve 'Yarı Yapılandırılmış Görüşme Formu' ile toplanmıştır. Araştırmada elde edilen nicel veriler JAMOVİ 2.3.28 programı ile, nitel verilerin analizi ise içerik analizi ile çözümlenmiştir. Çalışmadaki sonuçlara göre deney grubu ile kontrol grubu arasında okuduğunu anlama başarısına ilişkin deney grubunun lehine anlamlı farklılığın olduğu bulgulanmıştır. Bu bulgulardan hareketle karşılıklı öğretim tekniğinin mevcut müfredata göre okuduğunu anlama başarısında daha etkili sonuçlar sunduğu tespit edilmiştir. Araştırmada karşılıklı öğretim tekniğinin okuma motivasyonuna etkisi de incelenmiştir. Çalışmadaki son test sonuçlarına göre deney grubu ile kontrol grubu arasında deney grubunun lehine anlamlı farklılığın olduğu bulunmuştur. Çalışmada kullanılan tekniğin okur öz algısı üzerine etkisi de değerlendirilmiştir. Bu sonuçlara göre deney grubu ile kontrol grubu arasında deney grubunun lehine anlamlı farklılıklar saptanmıştır. Çalışmada ulaşılan son sonuçlar ise deney grubunda yer alan öğrencilerin karşılıklı öğretim tekniği ile ilgili görüşlerine ilişkin bulgulardır. Bu sonuçlara göre katılımcılar, karşılıklı öğretim tekniğinin öğrencilerin kelime dağarcığını geliştirdiğini, okuduğunu anlama becerilerini artırdığını ve farklı bakış açıları kazanmalarına katkı sağladığını belirtmiştir. Öğrenciler, bu tekniğin sadece Türkçe değil, diğer derslerdeki başarılarını da olumlu yönde etkilediğini ifade etmişlerdir. Çalışmada ulaşılan sonuçlar doğrultusunda çeşitli önerilere yer verilmiştir.
The purpose of this study is to determine the effects of reciprocal teaching technique on reading motivation, reader self-perception, reading comprehension success of middle school students and to reveal the students' opinions about the application. In the study, explanatory sequential design from mixed research methods was used. While the quantitative dimension of the research was made using pre-test post-test control group random design from real experimental designs, interview from qualitative research techniques was used in the qualitative dimension of the research. The sample of the study consists of 52 students studying in the 7th grade at İskele Secondary School in Tuşba district of Van, 26 of whom are in the experimental group and 26 of whom are in the control group. The data of the study were collected with 'Reading Motivation and Reading Commitment Scale', 'Reader Self-Perception Scale', 'Reading Comprehension Achievement Test' and 'Semi-structured Interview Form'. The data obtained in the study were analysed through JAMOVI 2.3.28 software. According to the results of the study, it was found that there was a significant difference between the experimental group and the control group in favour of the experimental group regarding reading comprehension achievement. Based on these findings, it has been determined that the reciprocal teaching technique offers more effective results in reading comprehension achievement than the current curriculum. In the study, the effect of reciprocal teaching technique on reading motivation was also examined. According to the post-test results in the study, it was found that there was a significant difference between the experimental group and the control group in favour of the experimental group. The effect of the technique used in the study on reader self-perception was also evaluated. In this context, according to the results, significant differences were found between the experimental group and the control group in favour of the experimental group. The last results obtained in the study are the findings related to the opinions of the students in the experimental group about the reciprocal teaching technique. According to these results, the participants stated that the reciprocal teaching technique improved students' vocabulary, increased their reading comprehension skills and contributed to their gaining different perspectives. The students stated that this technique positively affected their success not only in Turkish but also in other courses. In line with the results obtained in the study, various suggestions were given.
The purpose of this study is to determine the effects of reciprocal teaching technique on reading motivation, reader self-perception, reading comprehension success of middle school students and to reveal the students' opinions about the application. In the study, explanatory sequential design from mixed research methods was used. While the quantitative dimension of the research was made using pre-test post-test control group random design from real experimental designs, interview from qualitative research techniques was used in the qualitative dimension of the research. The sample of the study consists of 52 students studying in the 7th grade at İskele Secondary School in Tuşba district of Van, 26 of whom are in the experimental group and 26 of whom are in the control group. The data of the study were collected with 'Reading Motivation and Reading Commitment Scale', 'Reader Self-Perception Scale', 'Reading Comprehension Achievement Test' and 'Semi-structured Interview Form'. The data obtained in the study were analysed through JAMOVI 2.3.28 software. According to the results of the study, it was found that there was a significant difference between the experimental group and the control group in favour of the experimental group regarding reading comprehension achievement. Based on these findings, it has been determined that the reciprocal teaching technique offers more effective results in reading comprehension achievement than the current curriculum. In the study, the effect of reciprocal teaching technique on reading motivation was also examined. According to the post-test results in the study, it was found that there was a significant difference between the experimental group and the control group in favour of the experimental group. The effect of the technique used in the study on reader self-perception was also evaluated. In this context, according to the results, significant differences were found between the experimental group and the control group in favour of the experimental group. The last results obtained in the study are the findings related to the opinions of the students in the experimental group about the reciprocal teaching technique. According to these results, the participants stated that the reciprocal teaching technique improved students' vocabulary, increased their reading comprehension skills and contributed to their gaining different perspectives. The students stated that this technique positively affected their success not only in Turkish but also in other courses. In line with the results obtained in the study, various suggestions were given.
Description
Keywords
Eğitim ve Öğretim, Education and Training
Turkish CoHE Thesis Center URL
WoS Q
Scopus Q
Source
Volume
Issue
Start Page
End Page
195