AN ASSESSMENT OF THE EFFECT OF CONTEXT-BASED READING ACTIVITIES ON THE CONCEPT DEVELOPMENT IN 5th GRADE STUDENTS
BAĞLAM TEMELLİ OKUMA FAALİYETLERİNİN 5. SINIF ÖĞRENCİLERİNİN KAVRAM GELİŞİMLERİ ÜZERİNDEKİ ETKİSİNE YÖNELİK BİR DEĞERLENDİRME

Author : Kevser AKIN -& Hasan KAVRUK
Number of pages : 502-521

Abstract

This study, aims to determine the effect of context-based reading activities on the concept development of 5th grade students. The research uses a pretest-posttest design with control groups, which is one of the quasi experimental research models, and the participants include two control groups (59 students) and two experimental groups (58 students) chosen by using the appropriate sampling method among 2015-2016 Academic Year Malatya Atatürk Middle School 5th grade students. Context based reading activities have been carried out using Bestami Yazgan’s 12 fairy tale texts, based on 25 concepts taken from these texts. In application, Concept Knowledge Form, which includes 25 concepts that have been developed in the scope of research, has been applied to the experimental as well as the control groups as pretest, and following the fairy tale reading exercises which took six weeks, and a one-week break afterwards, the same form has been reapplied as a posttest. Then, the obtained data have been transferred to IBM SPSS 22 statistics program and thereby analysed. In conclusion of the SPSS analysis of the data, it has been determined that contextbased reading activities have improved the context development of the students in the experimental group, but no improvement has been observed in the control groups, which only took part in activities of reading and summarizing. It has also been determined that Turkish words are learned better than words of foreign origin, that there is more success in teaching of proverbs and idioms than of other concepts, and that female students are more successful than male students in context-based reading activities.

Keywords

Bestami Yazgan, tale, concept development, context-based reading.

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