İşaretleyerek Okuma ve Not Alarak Okuma Stratejilerinin Akademik Metinlerin Anlaşılırlığına Etkisi
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Tarih
2023
Yazarlar
Dergi Başlığı
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Cilt Başlığı
Yayıncı
Cumhuriyet Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmada not alarak okuma ve işaretleyerek okuma stratejilerinin akademik metinlerin anlaşılmasına etkisi tespit edilmeye çalışılmıştır. Bu doğrultuda araştırma deneysel bir çalışma olarak tasarlanarak kontrol ve deney grupları oluşturulmuştur. Araştırmaya toplamda kırk beş öğrenci katılmıştır. Araştırmada Türkçe eğitimi alanında üç farklı akademik metin kullanılmıştır. Kontrol grubunda bulunan öğrenciler akademik metinleri herhangi bir not alma stratejisi kullanmadan, deney gruplarında bulunan öğrenciler ise not alarak ve işaretleyerek okuma stratejilerini kullanarak okumuştur. Uygulamanın ilerleyen süreçlerinde başarı testleri ile öğrencilerin okudukları akademik metinlere yönelik başarı durumları ölçülmüştür. Araştırma sürecinde verilerin analizi aşamasında nicel yöntemler kullanılmıştır. Elde edilen veriler Anova ve t testi aracılığıyla analiz edilmiştir. Burada amaç uygulanan not alma stratejisinin kontrol ve deney gruplarının başarı testlerinden aldıkları puanlar arasında anlamlı farklılık oluşturabilme durumunu tespit edebilmektir. Yapılan analizler sonucunda işaretleyerek okuma stratejisini kullanarak akademik metinleri okuyan öğrencilerin, herhangi bir not alma stratejisi kullanmadan akademik metinleri okuyan öğrencilere göre, uygulanan testler sonucunda daha başarılı oldukları tespit edilmiştir.
In this study, it was tried to determine the effects of note-taking and reading by marking strategies on the understanding of academic texts. In this direction, the research was designed as an experimental study and control and experimental groups were formed. Forty-five students in total participated in the study. In the research, three different academic texts in the field of Turkish education were used. The students in the control group read the academic texts without using any note-taking strategy, while the students in the experimental group read by the texts by note-taking and reading by marking strategies. In the later stages of the application, the success of the students for the academic texts they read was measured with the achievement tests. During the research process, quantitative methods were used in the analysis of the data. Obtained data were analyzed by Anova and t test. The aim here is to determine whether the note-taking strategy applied can create a significant difference between the scores obtained from the achievement tests of the control and experimental groups. As a result of the analysis, it was determined that the students who read academic texts using the reading by marking strategy were more successful as a result of the tests applied than the students who read the academic texts without using any note-taking strategy.
In this study, it was tried to determine the effects of note-taking and reading by marking strategies on the understanding of academic texts. In this direction, the research was designed as an experimental study and control and experimental groups were formed. Forty-five students in total participated in the study. In the research, three different academic texts in the field of Turkish education were used. The students in the control group read the academic texts without using any note-taking strategy, while the students in the experimental group read by the texts by note-taking and reading by marking strategies. In the later stages of the application, the success of the students for the academic texts they read was measured with the achievement tests. During the research process, quantitative methods were used in the analysis of the data. Obtained data were analyzed by Anova and t test. The aim here is to determine whether the note-taking strategy applied can create a significant difference between the scores obtained from the achievement tests of the control and experimental groups. As a result of the analysis, it was determined that the students who read academic texts using the reading by marking strategy were more successful as a result of the tests applied than the students who read the academic texts without using any note-taking strategy.
Açıklama
Anahtar Kelimeler
Reading, Reading Education, Academic Texts, Reading By Marking, Note Taking Strategies, Okuma, Okuma Eğitimi, Akademik Metinler, İşaretleyerek Okuma, Not Alma Stratejileri
Kaynak
Cumhuriyet Uluslararası Eğitim Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
12
Sayı
2
