Attitudes of Turkish Language Teaching and Primary Education Pre-Service Teachers towards Digital Reading

Abstract

The study aims to investigate the attitudes of Turkish language teaching and primary education pre-service teachers towards digital reading in terms of various variables. The study was carried out in the relational survey model, one of the quantitative research methods. The sample of the study consisted of a total of 330 pre-service teachers, 230 of whom were female, and 100 were male, studying in the departments of Turkish Language Teaching and Primary Education programs at the Faculty of Education of Bartın University. The study analysed the digital reading attitudes of pre-service teachers according to their gender, departments, grade level, GPA, average daily digital reading time, having a personal computer and the average number of books read monthly. The data were collected by the “Attitude Scale Towards Digital Reading” developed by Yurdakal and Susar Kırmızı (2021). SPSS Package Program was used to analyse the data. Non-parametric tests were performed in the data analysis because normality could not be achieved in the distribution of the data. Mann-Whitney U tests were run for two variables, and Kruskal Wallis tests were run for more than two variables. According to the research findings, there was no significant difference in the digital reading attitudes of Turkish language teaching and primary education pre-service teachers according to gender, department, grade level, GPA, average daily digital reading time, having a personal computer, and the average number of books read monthly. It was determined that there was a significant difference in favour of primary education pre-service teachers only in the dimension of digital reading preferences of the scale.

Keywords

• Reading skills
• digital reading
• attitude
• pre-service teachers.
• Reading skills, digital reading, attitude, pre-service teachers.