Okuma Çemberi Yönteminin İlkokul 4. Sınıf Öğrencilerinin Okuma Motivasyonlarına Etkisi

Year 2024, , 314 - 329, 30.06.2024

Abdurrahman Baki Topçam , Fatih Çetin Çetinkaya

https://doi.org/10.17556/erziefd.1421621

Abstract

Bu araştırmada okuma çemberinin ilkokul dördüncü sınıf öğrencilerinin okuma motivasyonlarına olan etkisi ele alınmıştır. Mevcut araştırmada nitel araştırma desenlerinden eylem araştırması kullanılmıştır. Araştırma, 2019-2020 eğitim öğretim yılında Şanlıurfa ilindeki Eyyübiye ilçesinin bir devlet ilkokulunda gerçekleştirilmiştir. Araştırmanın çalışma grubunu dördüncü sınıfa devam eden 5 öğrenci oluşturmaktadır. Araştırma süreci toplamda 12 haftada tamamlanırken bu süre zarfında öğrencilerle 6 okuma çemberi oturumu yapılmıştır. Okuma çemberi oturumlarının tamamı video kaydına alınmıştır. Ayrıca okuma çemberi oturumlarında araştırmacı tarafından çeşitli gözlem notları da tutulmuştur. Araştırmanın nicel verileri Okuma Motivasyonu Ölçeği’nden, nitel verileri yarı yapılandırılmış görüşmelerden, video kayıtlarından ve araştırmacının gözlem notlarından oluşturulmuştur. Araştırma kapsamında yapılan yarı yapılandırılmış görüşmelerden elde edilen verilerin çözümlenmesi ve sunulmasında betimsel analiz yönteminden faydalanılmıştır. Nicel veri elde etmek amacıyla kullanılan Okuma Motivasyonu Ölçeği’ne verilen cevaplar, Wilcoxon İşaretli Sıralar Testi aracılığıyla analiz edilerek anlamlılık değeri p .043<.05 olarak bulunmuştur. Araştırmacı notları ve okuma çemberi oturumlarının video kayıtlarına bakıldığında ise yöntemin, katılımcıların okuma motivasyonlarına olumlu etkileri olduğu tespit edilmiştir. Hem görüşme formuna hem de araştırmacı gözlem notlarına bakıldığında katılımcıların rolleri içselleştirdiği ve kendileri ile okudukları kitaplar arasında bir bağ kurmaya başladıkları görülebilir. Ayrıca katılımcılar, yöntemini oldukça işlevsel, eğlenceli ve faydalı bulduklarını ve bu sayede okumaya olan ilgilerinin arttığını da dile getirmişlerdir.

Keywords

okuma, okuma çemberi, okuma motivasyonu, eylem araştırması

The Effect of the Literature Circle Method on the Reading Motivation of Primary School 4th Grade Students

Abstract

In this study, the effect of the reading circle method on the reading motivation of primary school fourth grade students was discussed. Action research, one of the qualitative research designs, was used in the current study. The study was conducted in a public primary school in Eyyübiye district of Şanlıurfa province in the 2019-2020 academic year. The study group of the research consists of five students attending the fourth grade. While the research process was completed in 12 weeks in total, six reading circle sessions were held with the students during this period. All the reading circle sessions were video recorded. In addition, various observation notes were kept by the researcher during the reading circle sessions. The quantitative data of the study consisted of the Reading Motivation Scale and the qualitative data consisted of semi-structured interviews, video recordings and the researcher's observation notes. Descriptive analysis method was used to analyse and present the data obtained from semi-structured interviews conducted within the scope of the research. The answers given to the Reading Motivation Scale, were analysed through Wilcoxon Signed Rank Test and the significance value was found as p .043<.05. When the researcher's notes and the video recordings of the reading circle sessions are analysed, it is noticeable that the method had positive effects on the participants' reading motivation. Looking at both the interview form and the researcher's observation notes, it can be seen that the participants internalized the roles and started to establish a connection between themselves and the books they read. In addition, the participants also stated that they found the method very functional, fun and useful and that it increased their interest in reading.

Keywords

reading, reading circle, reading motivation, action research

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