Soru sorma eğitiminin 7. sınıf öğrencilerinin okuduğunu anlama becerilerine, üst bilişlerine ve akademik öz güvenlerine etkisi
Küçük Resim Yok
Tarih
2024
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
İnönü Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı, ortaokul 7. sınıf öğrencilerine verilen soru sorma eğitiminin öğrencilerin okuduğunu anlama becerilerine, üst bilişlerine ve akademik öz güvenlerine olan etkisini incelemek ve öğrencilerin soru sormaya, üst bilişlerine ve öz güvenlerine yönelik görüşlerini belirlemeye çalışmaktır. Bu amacı gerçekleştirmek için araştırmada karma yöntem desenlerinden iç içe karma desen kullanılmıştır. Araştırmanın nicel boyutunda "eşitlenmemiş ön test son test kontrol gruplu yarı deneysel model" kullanılmıştır. Araştırmayla ilgili istatistiksel çözümlemelerde SPSS paket programından yararlanılmıştır. Araştırmada nicel verilerin toplanmasında "Çocuklar için Üst Bilişsel Farkındalık Ölçeği, Okuduğunu Anlama Başarı Testi, Türkçe Dersi Akademik Öz Güven Ölçeği" ön test ve son test olarak kullanılmıştır. Araştırmanın nitel boyutunda ise durum çalışması deseni kullanılarak içerik analizi yapılmıştır. Nitel verilerin toplanmasında "Yarı Yapılandırılmış Öğrenci Görüşme Formu, Odak Grup Görüşme Formu, Haftalık Etkinlik Değerlendirme Formu" kullanılmıştır. Elde edilen nicel bulgulara göre soru sorma eğitiminin uygulandığı deney grubundaki öğrencilerin okuduğunu anlama başarıları ile kontrol grubundaki öğrencilerin okuduğunu anlama başarıları arasında deney grubu lehine anlamlı farklılık bulunmuştur. Ancak üst bilişsel farkındalık ve akademik öz güven açısından gruplar arasında anlamlı farklılık elde edilmemiştir. Elde edilen nitel bulgulara göre ise deney grubundaki öğrencilerin soru sorma eğitimine yönelik olarak olumlu görüş ve izlenimlere sahip oldukları belirlenmiştir. Uygulamanın öğrencilerin soru sorma becerilerini geliştirdiği, dil becerilerinden en çok okuduğunu anlamaya katkısı olduğu, öğretim süreci açısından öğrencilerin derslere katılımını, derslere karşı ilgilerini ve akademik başarılarını arttırdığı böylelikle öğrencilere faydalı olduğu belirlenmiştir. Öğrencilerin en çok üst düzey basamaklara göre soru hazırlamakta ve cevaplamakta zorlandığı görülmüştür.
The aim of this study is to examine the effect of question-asking training given to 7th grade middle school students on students' reading comprehension skills, metacognition, and academic self-confidence and to determine students' views on question-asking. To realize this aim, the embedded mixed design, one of the mixed method designs, was used in the study. In the quantitative dimension of the study, "quasi-experimental research including a pre-test and post-test design with a non-equivalent control group" was utilized. The SPSS package program was used in statistical analyses related to the research. Quantitative data were collected through the use of the Metacognitive Awareness Scale for Children, Reading Comprehension Achievement Testi, and Turkish Language Academic Self-Confidence Scale" as pre-tests and post-tests. In the qualitative dimension of the study, a case study design was employed, and content analysis was conducted. Qualitative data were collected using the "Semi-Structured Student Interview Form, Focus Group Interview Form, Weekly Activity Evaluation Form." According to the quantitative findings, a statistically significant difference in favor of the experimental group was found between the reading comprehension success of the students in the experimental group, where questioning training was applied, and the reading comprehension success of the students in the control group. However, no significant difference was found between the groups in terms of metacognitive awareness and academic self-confidence. Qualitative findings revealed that students in the experimental group had positive views and impressions regarding question-asking training. It was determined that the implementation improved students' question-asking skills, contributed most to reading comprehension among language skills, and increased students' participation in the lessons, their interest in the lessons, and their academic achievement in terms of the instructional process, and thus was beneficial to the students. It was observed that students had the most difficulty in preparing and answering questions at higher cognitive levels.
The aim of this study is to examine the effect of question-asking training given to 7th grade middle school students on students' reading comprehension skills, metacognition, and academic self-confidence and to determine students' views on question-asking. To realize this aim, the embedded mixed design, one of the mixed method designs, was used in the study. In the quantitative dimension of the study, "quasi-experimental research including a pre-test and post-test design with a non-equivalent control group" was utilized. The SPSS package program was used in statistical analyses related to the research. Quantitative data were collected through the use of the Metacognitive Awareness Scale for Children, Reading Comprehension Achievement Testi, and Turkish Language Academic Self-Confidence Scale" as pre-tests and post-tests. In the qualitative dimension of the study, a case study design was employed, and content analysis was conducted. Qualitative data were collected using the "Semi-Structured Student Interview Form, Focus Group Interview Form, Weekly Activity Evaluation Form." According to the quantitative findings, a statistically significant difference in favor of the experimental group was found between the reading comprehension success of the students in the experimental group, where questioning training was applied, and the reading comprehension success of the students in the control group. However, no significant difference was found between the groups in terms of metacognitive awareness and academic self-confidence. Qualitative findings revealed that students in the experimental group had positive views and impressions regarding question-asking training. It was determined that the implementation improved students' question-asking skills, contributed most to reading comprehension among language skills, and increased students' participation in the lessons, their interest in the lessons, and their academic achievement in terms of the instructional process, and thus was beneficial to the students. It was observed that students had the most difficulty in preparing and answering questions at higher cognitive levels.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
