Research Information System
Thesis Type: Doctorate
Institution Of The Thesis: Gazi University, Eğitim Bilimleri Enstitüsü, Sınıf Eğitimi, Turkey
Approval Date: 2020
Thesis Language: Turkish
Student: HAKAN ÇETİN
Supervisor: Mustafa Ulusoy
Abstract:
The purpose of this research is to determine the effect of augmented reality-based stories on 3rd grade students’ reading motivations as well as their reading comprehension, writing, retelling skills and responses. A formative experimental pattern was used in the study. The main goal of the formative experiment is to close the existing gap between research and practice. Factors that increase or decrease the effectiveness of the intervention in the individual are determined and the research is reorganized to be more effective, taking into account these factors. Between the 2018-2019 academic years, 89 primary school 3rd graders who were studying in public schools in Siirt provincial center participated in the research. Purposeful sampling method has been used for the selection of the participants. Quantitative and qualitative data collection tools were used in the study. In determining reading motivation levels, “Reading Motivation Scale for Texts” developed by Aydemir and Öztürk (2013) was adapted and used for the purposes of the research and four multiple choice questions created by the researcher for each text were used in the measurement of their reading skills. In measuring writing skills, the scoring key has been developed for the questions prepared by the researcher. Students’ retelling skill levels were measured using the “Oral Retelling and Response Observation Form” developed by Ulusoy (2017). In obtaining students’ responses to the texts, the response questions developed by Hancock (2008) and the text-centered and reader-centered response types developed by Wollman-Bonilla and Werchaldo (2011) were used. In quantitative data analysis of the research, paired sample t-test, repeated measure (ANOVA) and descriptive statistics were used. Content analysis was used in the analysis of the qualitative data. Thematic coding has been made to ensure that the codes under the category create a meaningful integrity, i.e. internal consistency, during the process of creating categories. As a result of the research, it was observed that AG-based stories had no meaningful effect on students’ reading motivations and ability to understand what they were reading, and that it made a positive difference in writing and retelling skills. In addition, the findings also show that the responses of the students to the texts increased.
Key Words : Reading comprehension, reading motivation, retelling, reader responses, formative experiment, reading skills