Yoklama evreli denekler arası çoklu yoklama deseninin kullanıldığı bu araştırmanın amacı, doğrudan öğretim yöntemi kullanılarak etkili not alma öğretiminin ortaokul öğrencilerinin metin hatırlama becerileri üzerinde etkisini test etmektir. Bu amaç doğrultusunda araştırmanın katılımcılarını okuduğunu anlama güçlüğü olan üç altıncı sınıf öğrencisi oluşturmaktadır. Araştırmanın bağımlı değişkeni okuduğunu anlama güçlüğü olan öğrencilerin metin hatırlama becerisidir. Bağımsız değişkeni ise etkili not alma becerileri ile ilgili öğretim uygulamasıdır. Katılımcıların metin hatırlama becerilerindeki gelişmeyi ölçmek için bilgilendirici metinlerin ana fikir ve detaylarını belirlemeye dayalı metin hatırlama testleri kullanılmıştır. Araştırmanın sonucunda her bir katılımcının öğretim uygulaması sonunda metin hatırlama yüzdelerinde belirgin artışlar sergilediği, böylece başlama düzeyi verileri ile karşılaştırıldığında okuduğunu anlama becerilerinde önemli ölçüde başarı sağladığı bulunmuştur. Öğretim oturumlarının sona ermesinden sonra 2, 3 ve 4. Haftalarda yapılan izleme yoklamalarında bütün katılımcıların hedeflenen ölçütü koruduğu gözlenmiştir.
Using a multiple baseline across design participants with multiple probes, this study aimed to investigate the efficacy of effective note-taking instruction on middle school students' text-recall. Participants identified by reading comprehension measures consisted of three 6th-grade middleschool students who had reading comprehension difficulties. The dependent variable of the study was the text-recall skill of students who experienced difficulty with comprehension. Independent variable was the effective note-taking instruction intervention. Text-recall measures based on determining the main ideas and details of expository text passages were used to measure improvement of participants' text-recall skills. The results indicated that each participant showed significant improvements in their percentage of text recall after completion of the intervention, and thus they improved their performance in reading comprehension compared their initial performance to that in baseline. Follow-up 2, 3 and 4 weeks at the end of the intervention, each of three participant maintained the setting goal and remained above their baseline performance.
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