Farklı sesli okuma yöntemlerinin ilkokul 3. sınıf öğrencilerinin dinlediğini anlama düzeylerine etkisi
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Dosyalar
Tarih
2021
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Düzce Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmada farklı sesli okuma yöntemlerinin (geleneksel, etkileşimli ve animasyonlu hikâye okuma) ilkokul 3. Sınıf öğrencilerinin dinlediğini anlama düzeyleri üzerine etkisi incelenmiştir. Araştırmada üç farklı sesli okuma grubunun karşılaştırmasının yapıldığı yarı deneysel model kullanılmıştır. Bu doğrultuda Düzce ili Merkez ilçesine bağlı bir ilkokulda 3. sınıfta öğrenim gören, üç farklı şubeden seçilen ve toplamda 45 öğrenciye altı tane resimli çocuk kitabı, belirlenen okuma yöntemlerine uygun şekilde okunmuştur. Bir sınıfa geleneksel okuma yapılırken diğer sınıfa aynı kitapla etkileşimli okuma yapılmış ve diğer bir sınıfa ise animasyon destekli bir şekilde uygulamalar gerçekleştirilmiştir. Toplanan verilerin analizinde tek yönlü ANOVA testi ve T-testi kullanılmıştır. Araştırmanın verileri SPSS 20 paket programı kullanılarak analiz edilmiştir. Araştırmanın sonuçlarına göre, farklı hikâye okuma yöntemleri arasında dinlediğini anlama yönünden istatistiksel düzeyde anlamlı farklılık bulunmamaktadır. Altı haftanın sonunda dinlediğini anlama başarı puan ortalamaları dikkate alınarak elde edilen bulgular doğrultusunda farklı sesli okuma yöntemleri arasında anlamlı bir farklılık ortaya çıkmamasına rağmen etkileşimli okuma yönteminin diğer okuma yöntemlerinden daha başarılı olduğu anlaşılmıştır.
In this study, the effect of different aloud reading methods (traditional, interactive, and animated story reading) on the listening comprehension levels of elementary school third graders was examined. In the study, a quasi-experimental model was used with three groups of participants. A total of 45 students were selected from three different branches studying in the third grade of a elementary school in the Central District of Düzce province. In each group, six illustrated children's books were read in accordance with the determined reading methods. Traditional reading method was implemented to first group of participants, interactive reading method was implemented to second group, and animated read aloud method was implemented tol ast group of students. Each group listened the same boks during six weeks of intervention period. After each book, students were tested tomeasure their comprehension level. One-way ANOVA test and T-test statistics methods were used in the analysis. According to the results of the study, there is no statistically significant difference between different story reading methods in terms of listening comprehension. Although there was no significant difference between different reading aloud methods in line with the findings obtained by considering the averages of listening comprehension achievement at the end of the six weeks, it was understood that the interactive reading method was more effective than the other two reading methods.
In this study, the effect of different aloud reading methods (traditional, interactive, and animated story reading) on the listening comprehension levels of elementary school third graders was examined. In the study, a quasi-experimental model was used with three groups of participants. A total of 45 students were selected from three different branches studying in the third grade of a elementary school in the Central District of Düzce province. In each group, six illustrated children's books were read in accordance with the determined reading methods. Traditional reading method was implemented to first group of participants, interactive reading method was implemented to second group, and animated read aloud method was implemented tol ast group of students. Each group listened the same boks during six weeks of intervention period. After each book, students were tested tomeasure their comprehension level. One-way ANOVA test and T-test statistics methods were used in the analysis. According to the results of the study, there is no statistically significant difference between different story reading methods in terms of listening comprehension. Although there was no significant difference between different reading aloud methods in line with the findings obtained by considering the averages of listening comprehension achievement at the end of the six weeks, it was understood that the interactive reading method was more effective than the other two reading methods.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
