We found a match
Your institution may have access to this item. Find your institution then sign in to continue.
- Title
YEDİNCİ SINIF ÖĞRENCİLERİNİN OKUMA STRATEJİLERİ ÜST BİLİŞSEL FARKINDALIKLARININ VE PROBLEM KURMA BECERİLERİNİN İNCELENMESİ.
- Authors
ALTUN, Hülya; UYAR, Melis Yeşilpınar
- Abstract
The aim of this study was to investigate the seventh grade students’ levels of metacognitive awareness of reading strategies and problem posing skills in terms of different variables. Ex post facto research design was used in the study. The sample of the research consisted of 373 seventh grade students. The data of the study was obtained using “The Metacognitive Awareness of Reading Strategies Inventory” and “Problem Posing Test”. Descriptive statistics, independent samples t-test, ANOVA and MANOVA were utilized to analyze the data. As a result of the research, it was determined that the seventh grade students’ levels of metacognitive awareness of reading strategies and problem posing skills were moderate. It was concluded that metacognitive awareness and problem posing skills differed significantly depending on the frequency of reading books, using a computer and watching television, the type of game played, and the Turkish course grade. Moreover, it was determined that the linear combinations of seventh grade students’ metacognitive awareness of reading strategies and problem posing skills levels did not show a significant difference according to journaling status but showed significant difference by the mathematics course grade.
- Subjects
READING strategies; SUBTRACTION (Mathematics); TELEVISION viewing; DESCRIPTIVE statistics; MULTIVARIATE analysis; READING comprehension; PHONOLOGICAL awareness
- Publication
Trakya Journal of Education, 2023, Vol 13, Issue 3, p1519
- ISSN
2630-6301
- Publication type
Article
- DOI
10.24315/tred.1159117