Bilgilendirici metin türünün ve okuduğunu kavrama becerisinin altıncı sınıf öğrencilerinin öğrenme düzeyine etkisi
The Effect of expository text types and reading comprehension skill on sixth-grade students learning level
- Tez No: 52759
- Danışmanlar: DOÇ. DR. MÜNİRE ERDEN
- Tez Türü: Doktora
- Konular: Eğitim ve Öğretim, Education and Training
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 1996
- Dil: Türkçe
- Üniversite: Hacettepe Üniversitesi
- Enstitü: Sosyal Bilimler Enstitüsü
- Ana Bilim Dalı: Belirtilmemiş.
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: 178
Özet
SUMMARY This research is conducted to determine the individual and collective impact of expository texts (with four variables comprised of“text only”,“text with pictures”,“text with graphic representation”and“text with pictures and graphic representation”) and reading comprehension level (with variables of“higher”,“moderate”and“lower”grades) on the learning level of sixth-grade students. In the research, the expository text types being a quality of learning-teaching pocess and reading comprehension skill being a quality of the learner are utilized both individually and collectively. The research is conducted on 166 sixth-grade students in pretest-protest design with equative control group. The data are collected by two tests, one being the reading comprehension test and tha orther being the learning level test. The students are categorized into three groups as“higher”,“moderate”and“lower”regarding their reading comprehension level. These students are asked to study four different kinds of texts prepared as“text only”,“text with pictures”,“text with graphic representation”and“text with pictures and graphic representation”. Tha data are tested by two way variance anlysis and Scheffe test is used to determine the source of differences found to be significant. Below is given the findings in brief: 1. The learning level of students having studied with expository texts prepared as“text only”,“text with pictures”,“text with graphic representation”and“text with pictures and graphic representation”is found to vary significantly. It is claimed that textbulunmuştur. Öğrencilerin bilgilendirici bir metni öğrenme düzeyleri okuduğunu kavrama düzeylerine paralel olarak değişmektedir. 3. Bilgilendirici metin türü ile okuduğunu kavrama düzeyi arasında, öğrencilerin öğrenme düzeyleri açısından anlamlı bir etkileşim bulunmamıştır. Farklı formlarda hazırlanan metinler (düz, şemalı, resimli, resimli ve semah) okuduğunu kavrama düzeyleri farklı olan öğrencilerin (yüksek, orta, düşük) bilgilendirici bir metni öğrenme düzeyleri üzerinde benzer etkiler sağlamaktadır.
Özet (Çeviri)
SUMMARY This research is conducted to determine the individual and collective impact of expository texts (with four variables comprised of“text only”,“text with pictures”,“text with graphic representation”and“text with pictures and graphic representation”) and reading comprehension level (with variables of“higher”,“moderate”and“lower”grades) on the learning level of sixth-grade students. In the research, the expository text types being a quality of learning-teaching pocess and reading comprehension skill being a quality of the learner are utilized both individually and collectively. The research is conducted on 166 sixth-grade students in pretest-protest design with equative control group. The data are collected by two tests, one being the reading comprehension test and tha orther being the learning level test. The students are categorized into three groups as“higher”,“moderate”and“lower”regarding their reading comprehension level. These students are asked to study four different kinds of texts prepared as“text only”,“text with pictures”,“text with graphic representation”and“text with pictures and graphic representation”. Tha data are tested by two way variance anlysis and Scheffe test is used to determine the source of differences found to be significant. Below is given the findings in brief: 1. The learning level of students having studied with expository texts prepared as“text only”,“text with pictures”,“text with graphic representation”and“text with pictures and graphic representation”is found to vary significantly. It is claimed that texttype has a significant impact on the learning level. Students are found to have benefited form“text only”the least and“text with pictures and graphic representation”the most. 2. Significant difference is found between reading comprehension level and learning level. The level of learning an expository text varies in parallel with reading comprehension level. 3. No significant difference is found between expository text type and reading comprehension level regarding learning levels The expository texts prepared in different forms as“text only”,“text with pictures”,“text with graphic representation”and“text with pictures and graphic representation”have similar effects on the learning level of students with varing reading comprehension levels. VI
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