Participatory Educational Research

Yazarlar: Halil İbrahim ALICI, İsmail Can SERDAROĞLU

Konular:Eğitim, Bilimsel Disiplinler

DOI:10.17275/per.16.spi.2.7

Anahtar Kelimeler:Reading Strategies,General Reading Strategy,Problem Solving Based Reading Strategy,Supportive Reading Strategy,Metacognitive Awareness,5th Grade Students

Özet: In this study, the relationship between metacognitive awareness of reading strategies and success of science of 5th grade students in secondary school is aimed to reveal. In this sense, using levels of students' reading strategies, the relationship between these strategies and their success of science and also whether these strategies varies according to certain demographic characteristics is investigated.  Turkish version –adapted by Öztürk (2012)- of reading strategies scale which was originally developed by Mokhtari and Reichard (2002) was used for that purpose. 5 point likert scale consists of 30 items. The scale consists of three factors including General Reading, Problem Solving Based Reading Strategies and Supportive Reading Strategies. The study was conducted with the participation of 241 secondary school students in the 5th grade. The final grades of students in science classes were taken as a basis as a measure of success. In this study, methods of descriptive statistics including; frequency, percentage and averaging analysis, T-test, Anova and Scheffé tests for the detection of differences between independent variables and Pearson correlation analysis to determine the level and direction of the relationship between the two variables were performed. As a result of analyses, i t was found that students have moderate levels of metacognitive awareness about each reading strategies. I t was seen that students have higher levels of metacognitive awareness in terms of Problem Solving-based Reading Strategy rather than General Reading Strategies and Supportive Reading Strategies. Students' metacognitive awareness of reading strategies were found to vary in favor of girls and moderate and meaningful relationships have been identified between their awareness and success in science classes

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