Investigation of the Relationship between Peritextual Reading and Question Asking Attitudes of Primary School Students

Abstract

This study aims to examine the relationship between peritextual reading and attitudes towards asking questions in 4th grade primary school students. The study, which was conducted with the relational survey model, was conducted on 373 students studying in three public schools in Yenimahalle district of Ankara province. The data were collected using the Peritextual Reading Level Determination Scale and the Attitudes Toward Asking Questions Scale. Independent samples t-test, ANOVA, correlation and regression analyses were used to analyse the data. The results showed that the students' general peritextual reading level was at an intermediate level and that they performed better in reading visual elements than in other areas. While the level of peritextual reading did not show a significant difference in terms of variables such as gender and number of siblings, it was found that female students had higher levels of reading in text peritextual elements than male students. A positive, low-level significant relationship was found between the level of peritextual reading and the attitude towards asking questions; it was seen that the level of peritextual reading predicted students' attitudes towards asking questions. The results of the research indicated that peritextual reading skills could make an important contribution to the development of students' critical thinking and questioning skills. In this context, activities that introduce students to the elements of peritextual reading and course materials should be organised to improve reading habits.

Keywords

• Primary school students
• peritext
• peritextual reading
• attitude towards questioning
• critical thinking

İlkokul Öğrencilerinin Peritekstual Okuma ile Soru Sormaya Yönelik Tutumları Arasındaki İlişkinin İncelenmesi

Abstract

Bu araştırma, ilkokul 4. sınıf öğrencilerinin peritekstual okuma ile soru sormaya yönelik tutumları arasındaki ilişkiyi incelemeyi amaçlamaktadır. İlişkisel tarama modeliyle yürütülen çalışma, Ankara ili Yenimahalle ilçesindeki üç devlet okulunda öğrenim gören 373 öğrenci üzerinde gerçekleştirilmiştir. Veriler, Peritekstual Okuma Düzeyi Belirleme Ölçeği ve Soru Sormaya Yönelik Tutum Ölçeği kullanılarak toplanmıştır. Verilerin analizinde bağımsız örneklemler t-testi, ANOVA, korelasyon ve regresyon analizleri kullanılmıştır. Bulgular, öğrencilerin genel peritekstual okuma düzeylerinin orta seviyede olduğunu, özellikle görsel unsurları okuma becerisinde diğer alanlara göre daha yüksek performans sergilediklerini ortaya koymuştur. Cinsiyet ve kardeş sayısı gibi değişkenler açısından peritekstual okuma düzeyi anlamlı bir farklılık göstermezken, kız öğrencilerin metin içi peritekstual unsurları okuma düzeylerinin erkeklere göre daha yüksek olduğu belirlenmiştir. Peritekstual okuma düzeyi ile soru sormaya yönelik tutum arasında pozitif yönde düşük düzeyde anlamlı bir ilişki bulunmuş, peritekstual okuma düzeyinin öğrencilerin soru sorma tutumlarını yordadığı görülmüştür. Araştırma sonuçları, öğrencilerin eleştirel düşünme ve sorgulama becerilerinin geliştirilmesinde peritekstual okuma becerisinin önemli bir katkı sağlayabileceğini göstermektedir. Bu bağlamda, okuma alışkanlıklarını geliştirmek için öğrencilere peritekstual okuma unsurlarını tanıtan etkinlikler yapılması ve ders materyallerinde peritekstual öğelere daha fazla yer verilmesi önerilmektedir.

Keywords

• İlkokul öğrencileri
• periteks
• peritekstual okuma
• soru sorma tutumu
• eleştirel düşünme

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