Çocuk edebiyatı yapıtlarının öğrencilerin okumaya güdülenmesine etkisi

Abstract

Yari-deneysel nitelik tasiyan bu calisma; “Giris, Kavramsal Cerceve, Ilgili Arastirmalar, Yontem, Bulgular, Sonuc ve Oneriler” olmak uzere alti bolumden olusmustur. Arastirma, 2013-2014 ogretim yili boyunca suren on alti haftalik sure icinde ortaokul 5. sinif Turkce dersinde yetmis besinci sinif ogrencisinden olusan arastirma grubu uzerinde yurutulmustur. Deneysel islemden once arastirma grubuna “Okumaya Gudulenme Olcegi” {On Test} uygulanmistir. Ogretim yilinin sonunda da “Okumaya Gudulenme Olcegi” {Son Test} verilmistir. Bu calismada uzman gorusleri ile belirlenen sekiz cocuk edebiyati yapitinin ogrencilerin “okuma farkindaligi, dissal okuma gereksinimi, dissal okumaya gudulenme, icsel okuma gereksinimi, icsel okumaya gudulenme” duzeylerine gore okumaya gudulenmesine etkisi olup olmadigi arastirilmis, sonucta su bulgulara ulasilmistir: Birinci denenceyle arastirma grubunun “okuma farkindaligi” duzeyindeki farklar yoklanmistir. Sonuc olarak, arastirma grubunun yapitlari okumadan onceki “okuma farkindaligi” duzeyi ile cocuk edebiyati yapitlarini okuduktan sonraki “okuma farkindaligi” duzeyi arasinda anlamli bir fark olmadigi belirlenmistir. Ikinci denenceyle arastirma grubunun “dissal okuma gereksinimi” duzeyindeki farklar yoklanmistir. Sonuc olarak, arastirma grubunun cocuk edebiyati yapitlarini okumadan onceki “dissal okuma gereksinimi” duzeyi ile cocuk edebiyati yapitlarini okuduktan sonraki “dissal okuma gereksinimi” duzeyi arasinda anlamli bir fark olmadigi belirlenmistir. Ucuncu denenceyle arastirma grubunun “dissal okumaya gudulenme” duzeyindeki farklar yoklanmistir. Sonuc olarak, arastirma grubunun cocuk edebiyati yapitlarini okumadan onceki, “dissal okumaya gudulenme” duzeyi ile cocuk edebiyati yapitlarini okuduktan sonraki “dissal okumaya gudulenme” duzeyi arasinda anlamli bir fark olmadigi belirlenmistir. Dorduncu denenceyle arastirma grubunun “icsel okuma gereksinimi” duzeyindeki farklar yoklanmistir. Sonuc olarak, arastirma grubunun cocuk edebiyati yapitlarini okumadan onceki “icsel okuma gereksinimi” duzeyi ile cocuk edebiyati yapitlarini okuduktan sonraki “icsel okuma gereksinimi” duzeyi arasinda on test lehinde anlamli bir fark oldugu belirlenmistir. Besinci denenceyle arastirma grubunun “icsel okumaya gudulenme”duzeyindeki farklar yoklanmistir. Sonuc olarak, arastirma grubunun cocuk edebiyati yapitlarini okumadan onceki “icsel okumaya gudulenme” duzeyi ile cocuk edebiyati yapitlarini okuduktan sonraki “icsel okumaya gudulenme” duzeyi arasinda anlamli bir fark oldugu belirlenmistir. Altinci denenceyle arastirma grubunun “toplam puan ortalamalari” arasindaki farklar yoklanmistir. Sonuc olarak, arastirma grubunun cocuk edebiyati yapitlarini okumadan onceki toplam (okuma farkindaligi, dissal okuma gereksinimi, dissal okumaya gudulenme, icsel okuma gereksinimi, icsel okumaya gudulenme) puan ortalamalari ile cocuk edebiyati yapitlarini okuduktan sonraki toplam puan ortalamalari arasinda son test lehine anlamli bir fark oldugu belirlenmistir. Yedinci denenceyle, Turkce Genel Sinavi'na gore belirlenen ust grubun, orta grubun ve alt grubun “okumaya gudulenme” duzeyleri arasindaki fark yoklanmistir.Sonuc olarak, ust-orta ve alt grubun cocuk edebiyati yapitlarini okumadan onceki okumaya gudulenme duzeyi ile cocuk edebiyati yapitlarini okuduktan sonraki okumaya gudulenme duzeyleri arasinda son test lehine anlamli bir fark oldugu belirlenmistir. Arastirmada ayrica ogrenci goruslerinin de arastirma verilerini destekleyip desteklemedigi olculmus, sozcuk kodlama yontemi ile olusturulan cizelge sonuclarina gore, ogrencilerin sekiz cocuk edebiyati yapiti icin bilissel ve duyussal acidan agirlikli olarak olumlu ifadelere yer verdigi belirlenmistirAbstractThis half-experimental study consists of six main sections which are namely “introduction, conceptual framework, related researches, method, findings, conclusion and suggestions.” This study was carried out with research group of fifth grade students in Turkish lesson during 16 weeks of the whole academic year between 2013 and 2014. Before the experiment procedure, “reading motivation scale” (pre-test) was applied to the research group. At the end of the academic year, “reading motivation scale” (final-test) was applied to the research group. In this study, it was studied whether eight works of childrens’ literature have an impact on reading motivation according to “reading awareness, extrinsic reading needs, extrinsic reading motivation, intrinsic reading needs, intrinsic reading motivation”levels or not and ultimately reached the following findings: With the first hypothesis, “reading awareness” level of the research group is studied. As a result, no significant difference between the level of reading awareness of research group before reading the works of childrens’ literature and the level of reading awareness of them after reading the works of childrens’ literature is determined. With the second hypothesis, “extrinsic reading needs” level of the research group is studied. As a result, no significant difference between the level of extrinsic reading needs research group before reading the works of childrens’ literature and the level of extrinsic reading needs of them after reading the works of childrens’ literature is determined. With the third hypothesis, “extrinsic reading motivation” level of the research group is studied. As a result, no significant difference between the level of extrinsic reading motivation of research group before reading the works of childrens’ literature and the level of extrinsic reading motivation of them after reading the works of childrens’ literature is determined. With the fourth hypothesis, “intrinsic reading needs” level of the research group is studied. As a result, significant difference between the level of intrinsic reading needs research group before reading the works of childrens’ literature and the level of intrinsic reading needs of them after reading the works of childrens’ literature is determined. With the fifth hypothesis,” intrinsic reading motivation” level of the research group is studied. As a result, significant difference in the favor of pre-test between the level of intrinsic reading motivation research group before reading the works of childrens’ literature and the level of intrinsic reading motivation of them after reading the works of childrens’ literature is determined. With the sixth hypothesis, the total score of the research group is studied. As a result, significant difference in the favor of final test between the total score of the research group according to the all levels (reading awareness, extrinsic reading needs,extrinsic reading motivation, intrinsic reading needs, intrinsic reading motivation) before reading the works of childrens’ literature and the total score of them after reading the works of childrens’ literature is determined. With the seventh hypothesis, the level of reading motivation of the upper, middle, lower group is studied. As a result, significant difference in the favor of final test between the level of reading motivation of the upper, middle, lower group classified by the results of the Turkish General Exam before reading the works of childrens’literature and the level of reading motivation of them after reading the works of childrens’ literature is determined. In this study, it is also measured if the research group’s affective and cognitive statements about the works of childrens’ literature which are classified by means ofword-code method supports the data of this study or not and as a result, it is determined that they wrote mostly positive statements about the books .

The authors' abstract, as published at the source., 2015 · DOI ↗