A Comparison of Reading Comprehension Questions in Korean and Turkish Textbooks: A Discussion on Pisa 2009 Results
KORECE VE TÜRKÇE DERS KİTAPLARINDAKİ METİN SONU SORULARININ KARŞILAŞTIRILMASI: PISA 2009 SONUÇLARINA DÖNÜK BİR TARTIŞMA

Author : Basak Ümit BOZKURT -, Gülsün Leyla UZUN & Yanghee LEE
Number of pages : 295-313

Abstract

The objective of this study is to classify the comprehension questions in the Turkish and Korean textbooks according to the levels and to compare the results of the PISA reading section between South Korea and Turkey and research as to whether comprehension studies in the textbooks are one of the factors which stimulate the PISA results. The teaching tools of Korea, which are at the top of the PISA applications, will provide significant findings for Turkey which is under the average of OECD. For that reason, the aim of the study is to compare the questions at the end of the text in the Turkish and Korean textbooks with the PISA results. The research has been conducted with document analysis technique, which is one of the qualitative research methods. The questions at the end of the text in randomly selected themes are categorized according to the targets in the reading literacy framework for PISA in the analysis. The findings have been compared with the results of the distribution of the reading questions of PISA 2009 and PISA 2009 reading subscales. As a result of the comparison, it has been specified that the rate of questions, representing the level of access-retrieve is 36% in the Korean textbook sample while it is 50% in Turkish textbook sample; and the rate of questions, representing the level of integrate-interpret is 47% in the Korean textbook sample while it is 27% in Turkish one; the rate of questions, representing the level of reflect-evaluate is 17% in Korean textbooks while it is 23% in the Turkish textbooks. When we analyze the weights of the questions in the reading literacy framework for PISA, these rates are mainly in parallel with the rates of the questions in the Korean textbook sample. We encounter with the basic questions with access-retrieve more in the Turkish textbooks. Accordingly, it has been concluded that Turkish students may get low points in the reading activities that they are not accustomed to the predominantly high level thinking ability questions in the assesment framework of reading literacy for PISA.

Keywords

Reading comprehension, PISA, Korean textbook, Turkish textbook.

Read: 1,220

Download: 667