Publication: Dijital hikâyeleri etkileşimli okumanın okuduğunu anlama becerisine, okuma motivasyonu ve ilgisine etkisi
Abstract
Bu araştırmanın amacı, dijital hikâyeleri etkileşimli okumanın okuduğunu anlama becerisine, okuma motivasyonuna ve okuma ilgisine etkisini incelemektir. Araştırmanın modeli, karma yöntem araştırma desenlerinden yakınsayan paralel desendir. Çalışmanın nicel kısmını ön- son test, deney-kontrol gruplu yarı deneysel desen, nitel kısmını da durum deseni oluşturmaktadır. Araştırmanın çalışma grubu, 2021-2022 eğitim öğretim yılı ikinci döneminde İstanbul ili Arnavutköy ilçesinde bulunan bir ilkokulun dördüncü sınıfında öğrenim gören 30’u deney 30’u kontrol grubu olmak üzere toplam 60 öğrenciden oluşmaktadır. Veri toplama sürecinde; nicel veri toplama aracı olarak “Okuduğunu Anlama Testi” (Kuşdemir, 2014), “Okuma Motivasyonu Ölçeği” (Aydemir ve Öztürk, 2013) ve araştırmacı tarafından geliştirilen “Okuma İlgisi Ölçeği” kullanılmıştır. Nitel veri toplama araçları olarak öğrenci günlüğü, araştırmacı günlüğü ve yarı yapılandırılmış görüşme formu kullanılmıştır. Araştırmada nicel verilerin analizi bir istatistiksel programından faydalanılarak yapılmıştır. Verilerin dağılımını incelemek için normal dağılım analizlerinden Shapiro-Wilks analizi uygulanmıştır. Nicel veriler, karışık desenler için iki faktörlü ANOVA ve İlişkisiz örneklemler için t-testi ile analiz edilmiştir. Nitel veriler ise içerik analizi yöntemiyle incelenmiş ve yorumlanmıştır. Araştırma sonucunda elde edilen bulgular şu şekildedir: Dijital hikayeleri etkileşimli okuyan deney grubu öğrencilerinin okuduğunu anlama düzeyleri ve okuma ilgileri, kontrol grubunda bulunan öğrencilere göre istatistiksel olarak anlamlı derecede yüksek bulunmuştur. Bunun yanında dijital hikayeleri etkileşimli okuyan deney grubu öğrencileri ile dijital hikayeleri dinleyen/ izleyen kontrol grubu öğrencilerinin okuma motivasyonu düzeyleri arasında istatistiksel olarak anlamlı bir farklılık görülmemiştir. Dijital hikayelerin etkileşimli okunması öğrencilerin okuma motivasyonuna olumlu bir etki yapmamıştır. Dijital hikayeleri etkileşimli okuyan öğrencilerin derslerden keyif aldıkları, okumaya yönelik merak ve ilgilerinin olumlu yönde arttığı tespit edilmiştir.
The impacts of interactive reading of digital stories on reading comprehension abilities, reading motivation, and reading interest are explored in this study. The parallel method is the research pattern, which has a tendency with mixed method research patterns. The quantitative part of the research consists of pre- and post-testing groups and experimental control groups within the quasi-experimental pattern. In contrast, the qualitative part is the case study. The research study group consists of 60 students, 30 of whom are in the experimental group and the other 30 are in the control group, all of whom are in the fourth grade at a primary school in Istanbul's Arnavutköy district during the second term of the 2021-2022 academic year. During the data collection process, the Reading Comprehension Test (Kuşdemir, 2014), the Reading Motivation Scale (Aydemir and Öztürk, 2013), and the Reading Interest Scale, which has been developed by the researcher, are being used for quantitative data collection. Qualitative data have been obtained from the diaries of the students, and the researchers and semi-structured interviews. Statistical software has been used to analyze quantitative data. The data distribution has been investigated using Shapiro-Wilks analysis. A two-way ANOVA and unpaired T-tests have both been used to assess qualitative data. Context analysis is used to investigate and evaluate quantitative data. According to the findings of the study, students in the experimental group who were exposed to digital stories that were read interactively showed statistically significant development of interest in reading and significantly increased reading comprehension when compared to students in the control group. In addition, there was no statistically significant difference between the reading motivation levels of the experimental group students who read the digital stories interactively and the control group students who listened to or watched the digital stories. Interactive reading of digital stories did not have a positive effect on students' reading motivation. Interactive reading of digital stories did not have a positive effect on students' reading motivation. However, it has been observed that interactive digital stories indicate positive changes related to reading habits and reading comprehension. It was determined that the students who read the digital stories interactively enjoyed the lessons, and their curiosity and interest in reading increased positively.
The impacts of interactive reading of digital stories on reading comprehension abilities, reading motivation, and reading interest are explored in this study. The parallel method is the research pattern, which has a tendency with mixed method research patterns. The quantitative part of the research consists of pre- and post-testing groups and experimental control groups within the quasi-experimental pattern. In contrast, the qualitative part is the case study. The research study group consists of 60 students, 30 of whom are in the experimental group and the other 30 are in the control group, all of whom are in the fourth grade at a primary school in Istanbul's Arnavutköy district during the second term of the 2021-2022 academic year. During the data collection process, the Reading Comprehension Test (Kuşdemir, 2014), the Reading Motivation Scale (Aydemir and Öztürk, 2013), and the Reading Interest Scale, which has been developed by the researcher, are being used for quantitative data collection. Qualitative data have been obtained from the diaries of the students, and the researchers and semi-structured interviews. Statistical software has been used to analyze quantitative data. The data distribution has been investigated using Shapiro-Wilks analysis. A two-way ANOVA and unpaired T-tests have both been used to assess qualitative data. Context analysis is used to investigate and evaluate quantitative data. According to the findings of the study, students in the experimental group who were exposed to digital stories that were read interactively showed statistically significant development of interest in reading and significantly increased reading comprehension when compared to students in the control group. In addition, there was no statistically significant difference between the reading motivation levels of the experimental group students who read the digital stories interactively and the control group students who listened to or watched the digital stories. Interactive reading of digital stories did not have a positive effect on students' reading motivation. Interactive reading of digital stories did not have a positive effect on students' reading motivation. However, it has been observed that interactive digital stories indicate positive changes related to reading habits and reading comprehension. It was determined that the students who read the digital stories interactively enjoyed the lessons, and their curiosity and interest in reading increased positively.