The Effect of Performing Reading Activities with Critical Reading Questions on Critical Thinking and Reading Skills
| Autor: | Yusuf Soylemez, Sefa Yildirim |
|---|---|
| Rok vydání: | 2018 |
| Předmět: |
Materials Science (miscellaneous)
media_common.quotation_subject Teaching method 05 social sciences 050301 education Perception management Qualitative property General Business Management and Accounting Industrial and Manufacturing Engineering Critical thinking Content analysis Critical reading Reading (process) Mathematics education 0501 psychology and cognitive sciences Business and International Management Dimension (data warehouse) General Agricultural and Biological Sciences Psychology 0503 education 050104 developmental & child psychology media_common |
| Zdroj: | Asian Journal of Education and Training. 4:326-335 |
| ISSN: | 2519-5387 |
| Popis: | The 21st century individual should be able to access information and critically evaluate and interpret it. What creates this obligation is the information bombing and political and commercial perception management brought about by virtual networks, the media and globalization. Therefore, critical thinking and its sub-component, critical reading, are becoming more and more important because they are the assistants of the individual who has to distinguish right from wrong and the truth from propaganda in life and texts. The aim of this study is to reveal the effect of performing reading activities with critical reading questions developed by the researchers on critical thinking and reading skills, and to pave the way for further research in this area. Study sample consisted of 232 students of Ağrı Ibrahim Çeçen University in the academic year of 2016-2017. Participants were recruited using random sampling technique. This was a mixed design study. The qualitative dimension of the study was based on a screening model. Data were collected using document review and interview methods, and were analyzed using content analysis. The quantitative dimension of the study was based on a quasi-experimental model. Data were collected using a Critical Thinking Self-Evaluation Form and a Critical Reading Scale (pre-test-post-test) before and after a 7-week application. Data were analyzed using a statistical software package. T-test and ANOVA were used for analysis. Results show that reading activities with critical reading questions have a statistically significant effect on students’ critical thinking and reading skills. Qualitative data also support these results. |
| Databáze: | OpenAIRE |
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