İLKOKUL 4. SINIF ÖĞRENCİLERİNİN OKUMA TUTUMLARININ ÇEŞİTLİ DEĞİŞKENLERE GÖRE İNCELENMESİ

Tutum, davranışlar ve başarı üzerinde önemli bir etkiye sahiptir. Tutum, doğrudan gözlenemez fakat tutumun yarattığı sonuçları görmek mümkündür. Tutum ile okuma arasında da doğrudan bir ilişki olduğu söyleyebiliriz. Bu manada okuma tutumunun da arz ettiği anlamı ve önemi iyi sorgulamak gerekir. Okuma tutumu da öğrencilerin okumaya dair süreçlerinde yarattığı sonuç bakımdan, ayrı bir öneme sahiptir. Öğrencilerin okumaya karşı olan hislerini ve tepkilerini kapsamaktadır. Bu çalışmanın amacı; ilkokul 4. sınıf öğrencilerinin okuma tutumlarının cinsiyet, sosyo-ekonomik düzey gibi değişkenlere göre farklılaşıp farklılaşmadığını incelemektir. Araştırmaya Van ilinde tabakalı örneklem yöntemi yolu ile seçilen okullardan 340 (kız 184, erkek 156) öğrenci katılmıştır. Araştırmada ilkokul öğrencilerinin okuma tutumlarını belirlemek için McKenna ve Kear (1990) tarafından geliştirilen, Kocaarslan(2016) tarafından Türkçeye uyarlanan ‘Garfield Görselli Okuma Tutumu Ölçeği’ kullanılmıştır. Garfield Görselli Okuma Tutumu Ölçeğine ilişkin olarak hesaplanan Cronbach alfa katsayısı 0.77 olarak bulunmuştur. Verilerin analizinde tek yönlü MANOVA; iki grubun ortalamalarını karşılaştırarak aralarında anlamlı bir fark olup olmadığını belirlemek için t-testi, ikiden fazla grubun karşılaştırılması için tek yönlü varyans analizi (ANOVA) kullanılmıştır. Araştırmadan elde edilen bulgulara göre; kız öğrenciler ile erkek öğrencilerin okuma tutumları puanlarında, kız öğrencilerin lehine anlamlı farklılıklar ortaya çıkmıştır. Sosyo-ekonomik düzey bakımından bakıldığında ise üst sosyo-ekonomik düzeyde yer alan öğrencilerin okuma tutumlarının daha yüksek çıktığı görülmektedir.

INVESTIGATION OF READING ATTITUDES OF 4TH GRADE STUDENTS OF THE PRIMARY SCHOOL ACCORDING TO VARIOUS VARIABLES

Attitude has a significant impact on behavior and success. Attitude cannot be observed directly but it is possible to see the results of an attitude. We can say that there is a direct relationship between attitude and reading. In this sense, it is necessary to question the meaning and importance of reading attitude. Reading attitude also has a special importance in terms of results of the students in reading processes. It includes the feelings and reactions of the students towards reading. The aim of this study is to examine whether the reading attitudes of the 4 th grade students differ according to variables such as gender and socio-economic level. 340 students (184 of them are girls, 156 of them are boys) were enrolled in this study and they were selected by stratified sampling method. In order to determine the reading attitudes of primary school students Garfield Visual Reading Attitude Scale that was developed by McKenna and Kear (1990) and adapted to Turkish by Kocaarslan (2016) was used. The Cronbach’s alpha coefficient was calculated as 0.77 for the Garfield Visual Reading Attitude Scale. In data analysis one way MANOVA was used; t-test was used to determine whether there was a significant difference between two groups and one-way analysis of variance (ANOVA) was used to compare more than two groups. According to findings of the study; there were significant differences between the reading attitude scores of the female students and male students in favor of the female students. In terms of socio-economic level, it is observed that the reading attitudes of the students in upper socio-economic level are higher.

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Turkish Studies (Elektronik)-Cover
  • ISSN: 1308-2140
  • Yayın Aralığı: Yılda 4 Sayı
  • Başlangıç: 2006
  • Yayıncı: Mehmet Dursun Erdem