İşbirlikçi tartışma sorgulama (İTS) stratejisinin ilkokul 4. sınıf öğrencilerinin okuduğunu anlama başarılarına etkisi
Loading...
Date
2015
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Access Rights
info:eu-repo/semantics/openAccess
Abstract
Bu araştırma İşbirlikli Tartışma Sorgulama Stratejisinin ilkokul 4. sınıf öğrencilerinin okuduğunu anlama başarılarına etkisini incelemek amacıyla yapılmıştır. Araştırmanın örneklemini Hatay ili Antakya ilçesinde yer alan bir ilkokulda 4. sınıf düzeyinde öğrenim gören 65 öğrenci oluşturmaktadır. Deney grubunda 37, kontrol grubunda ise 28 öğrenci yer almıştır. Araştırmada ön test-son test kontrol gruplu model kullanılmıştır. Bir deney ve bir kontrol grubunun kullanıldığı bu araştırmada deney grubunda Türkçe derslerindeki metinler İşbirlikli Tartışma Sorgulama Stratejisi basamaklarına uygun olarak yürütülürken, kontrol grubunda dersler mevcut programın öngördüğü yaklaşım doğrultusunda hazırlanan etkinlik ve planlar doğrultusunda yürütülmüştür. Araştırmanın uygulama aşaması beş haftalık sürede gerçekleştirilmiştir. Araştırmada ölçme aracı olarak araştırmacı tarafından hazırlanan Okuduğunu Anlama Başarı Testleri kullanılmıştır. Verilerin analizinde t-testi ve ANCOVA istatistikleri kullanılmıştır. Araştırmadan elde edilen verilerin analizi sonucunda İşbirlikli Tartışma Sorgulama Stratejisinin uygulandığı deney grubu lehine anlamlı bir fark bulunmuştur
This research aims to determine the effects of Cooperative Discussion Questioning Strategy on student's reading comprehension achievement in the 4th grade at primary school. The research sample contains 65 students who are 4th graders at a primary school in the Hatay/Antakya. The sample was divided into two groups as an experimental group including 37 students and a control group consisting of 28 students. The pre-test and post-test control group model was used in this study. During the research application, for the experimental group, texts in Turkish lessons were lecturedby Cooperative Discussion Questioning Strategy. However for the control group, lessons were lecturedwith the activities and the plans according to the current curriculum. The research was applied for five weeks. In this research, Reading Comprehension Achievement Tests, which were prepared by the researcher, were used as an assessment and evaluation instrument. In the analysis of data, t-test and ANCOVA statistical analysis were used. As a result of the analysis, it has been realized that there was a significant difference in the favor of the experimental group which was lectured with Cooperative Discussion Questioning Strategy
This research aims to determine the effects of Cooperative Discussion Questioning Strategy on student's reading comprehension achievement in the 4th grade at primary school. The research sample contains 65 students who are 4th graders at a primary school in the Hatay/Antakya. The sample was divided into two groups as an experimental group including 37 students and a control group consisting of 28 students. The pre-test and post-test control group model was used in this study. During the research application, for the experimental group, texts in Turkish lessons were lecturedby Cooperative Discussion Questioning Strategy. However for the control group, lessons were lecturedwith the activities and the plans according to the current curriculum. The research was applied for five weeks. In this research, Reading Comprehension Achievement Tests, which were prepared by the researcher, were used as an assessment and evaluation instrument. In the analysis of data, t-test and ANCOVA statistical analysis were used. As a result of the analysis, it has been realized that there was a significant difference in the favor of the experimental group which was lectured with Cooperative Discussion Questioning Strategy
Description
Keywords
Sosyal Bilimler, Disiplinler Arası
Journal or Series
Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi
WoS Q Value
Scopus Q Value
Volume
12
Issue
30
