Araştırma Makalesi
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8th Grade Students’ Success in Visual Reading and Logical Reasoning Test Items

Yıl 2022, Cilt , Sayı 21, 55 - 67, 24.01.2022
https://doi.org/10.30786/jef.899633

Öz

In the 21st century, the primary goals of education systems are to educate individuals who can understand, perceive and interpret electronic graphics and symbols on the screens and who have advanced logical reasoning skills. Turkish lessons and teachers play essential roles in the acquisition of visual and digital literacy skills, which have become widespread in modern educational approaches. This study aimed to explore 8th-grade students’ performances in visual reading and logical reasoning tests by particular variables such as the monthly number of books they read, the daily number of Turkish tests, social media use, Turkish lesson performances, and the socioeconomic status. This non-experimental quantitative study used a correlational design to determine the relationships between variables. The sample consisted of 200 8th grade students from three public secondary schools in Palandöken, Erzurum. The study data were analyzed using descriptive statistics, the Mann-Whitney U test, and Spearman Correlation Analysis. The findings indicated no significant difference between the students’ scores from the achievement test and the monthly number of books, and the family's socioeconomic status. However, there was a significant relationship between achievement test scores and Turkish lesson performance, the daily number of Turkish test items, and social media use.

Kaynakça

  • Akpınar, B. (2009). An assessment of visual reading and presentation competency in Turkish primary education curriculum, Education and Science, 34(154), 37-49.
  • Akyol, H. (2011). Turkish teaching methods for the new program. Ankara: Pegem Academy.
  • Alyılmaz, C. (2005). Immortal works of the Silk Road crossroads. Ankara: Atatürk University Publications.
  • Arı, G., & Soylu, S. (2020). An analysis of visual reading skills of fifth-grade students. The International Journal of Turkish Literature, Culture, and Education (TEKE), 9(2), 718-735.
  • Arıkan, A. (2009). The use of visual aids in literature teaching: a short story example. Ondokuz Mayıs University Journal of Education Faculty, 27, 1-16.
  • Ateş, M., Sur, E., & Çelik, H. (2020). Turkish teachers' opinions on visual reading. Journal of Educational Theory and Practice Research, 6(1), 1-15.
  • Avcı, Y., & Çelik, G. (2018). Visual literacy activities for seventh-grade students. Journal of Awareness, 3(5), 697-714.
  • Balun, H. (2008). The effects of visual reading and presentation activities on Turkish teaching in the first stage of primary education (Bingöl-Elazığ-Diyarbakır example). (Unpublished master's thesis). Firat University, Elazığ, Turkey.
  • Baş, Ö., & Kardaş, N. (2014). The relationship between primary school students' visual reading and comprehension skills. Uşak University Journal of Social Sciences, 7(1), 230-243.
  • Beydoğan, H. Ö. (2010). The effect of graphics on students' reading comprehension. Journal of National Education, 40(188), 202-217.
  • Bilgilier, H. A. (2018). The relationships between social media use and social media addiction: The example of Ege University. Erciyes Communication Journal, 5(4), 351-369.
  • Bleed, R. (2005). Visual literacy in higher education. [Online]: Retrieved on 17 October-2007, at URL: http:// www.educause.edu/ir/library/pdf/ELI4001.pdf.
  • Bozkurt, E., & Ulucan, M. (2014). Assessment of visual reading and presentation themes in primary school Turkish lesson curriculum (1st-grade). Turkish Journal of Educational Studies, 1(2), 22-60.
  • Braden, R. A., & Hortin, J. A. (1982). Identifying the theoretical foundations of visual literacy. Journal of Visual/Verbal Language, 2, 37-42.
  • Burmark, L. (2002). Visual literacy: Learn to see, see to learn—Alexandria, VA: Association for Supervision and Curriculum Development.
  • Creswell, J. W. (2012). Educational research: planning, conducting, and evaluating quantitative and qualitative research. Boston: Pearson Education.
  • Creswell, J. W. (2019). Educational research: planning, conducting, and evaluating quantitative and qualitative research (translated by H. Ekşi). İstanbul: Edam. (originally published in 2012.)
  • Çam, B. (2006). The relationship between primary school students’ visual reading, comprehension, critical reading skills, and Turkish lesson performances. (Unpublished master's thesis). Osmangazi University, Eskişehir, Turkey.
  • Çam Aktaş, B. (2010). An analysis of visual reading activities in primary school Turkish lesson workbooks. Ondokuz Mayıs University Journal of Education Faculty, 29(2), 105-122.
  • Çarkıt, C. (2019). Teachers' views and practices on secondary school reading skills course. Journal of Mother Tongue Education, 7(4), 841-856.
  • Çelik, G. (2017). Improving reading skills through visual literacy in Turkish lessons: A mixed-method study. (Unpublished doctoral dissertation). Onsekiz Mart University, Çanakkale, Turkey.
  • Çepni, S., Bayrakçeken, S., Yılmaz, A., Yücel, C., Semerci, Ç., Köse, E.… Gündoğdu, K. (2008). Assessment and evaluation. Ankara: Pegem.
  • Debes, J. L. (1969). The loom of visual literacy: An overview. Audiovisual Instruction, 14(8), 25-27.
  • Deniz, K., Tarakçı, R., & Karagöl, E. (2019). Secondary school Turkish textbooks and reading outcomes. Journal of Mother Tongue Education, 7(3), 688-708.
  • Doğan, B. (2015). The effects of reading and visual reading skills on finding and analyzing the main idea in a text. Erzincan University Journal of Social Sciences Institute, 9(2), 67-84.
  • Dönmez, A. F. (2013). The effects of cartoons on developing Turkish reading comprehension and writing skills of 7th-grade students. (Unpublished master's thesis). Abant İzzet Baysal University, Bolu, Turkey.
  • Erem Özdemir N. H., & Kırkkılıç, H. A. (2015). The visual literacy skills of final year undergraduate students in the Turkish education department. Erzincan University Journal of Social Sciences Institute, 9(2), 285-290.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design & evaluate research in education (8th Edit.). London: McGraw Hill.
  • Göçer, A., & Tabak, G. (2012). An analysis of visual reading activities in 5th-grade Turkish workbooks. Elementary Education Online Journal, 11(3), 790-799.
  • Güleryüz, H. (2004). Turkish reading program. Ankara: Pegem Academy.
  • Güneş, F. (2013). Visual reading education. Bartın University Journal of Education Faculty, 2(1), 1-17.
  • Hekimoğlu, Ö. (2016). An evaluation of 8th-grade students’ visual literacy skills (Master's Thesis). The Higher Education Council National Thesis Center. (Thesis No. 450262)
  • Hibbing, A. N., & Rankin Ericson, J. L. (2003). A picture is worth a thousand words. The Reading Teacher, 56(8), 758-770.
  • İşeri, K., & Baştuğ, M. (2016). An evaluation of the new Turkish lesson curriculum. International Journal of Language Academy, 4(4), 17-35.
  • Karaçam, E. (2020). The relationships between secondary school students' visual literacy and critical thinking levels (a sample of Şanlıurfa, Siverek) (Master Thesis). The Higher Education Council National Thesis Center. (Thesis No. 639990)
  • Köksal, K., Temur, T., & Akçam, H. (2006). Research on first-grade students’ visual reading skills. The National Primary School Teaching Congress (pp. 189-196). Ankara: Gazi University.
  • Kuru, A. (2008). Teachers' opinions about visual reading and presentation skills in the fifth-grade Turkish lesson curriculum. (Unpublished master's thesis). Çukurova University, Adana, Turkey.
  • Lieury, A. (1995). Memoire des images et double codage. L’annee Psychologique, 95, 661-673.
  • Maden, S., & Altunbay, M. (2016). The use of graphics and tables as visual presentation and reading tools in Turkish education. International Journal of Turkish Literature Culture Education, 5(4), 1971-1983.
  • McMillan, J. H., & Schumacher, S. (2010). Education research: Evidence-based inquiry (7th Edt.). London: Pearson.
  • Ministry of Education. (2005). Elementary Turkish lesson curriculum and guide. Ankara: State Books Press.
  • Öncü Yıldız, M. (2012). On visual literacy. Marmara Communication Journal, 19, 64-77.
  • Örs, E., & Baş. B. (2018). A research on second-grade students’ visual literacy skills. Journal of Mother Tongue Education, 6(1), 95-113.
  • Özyurt Aydemir, E. (2016). A review of visual reading and presentation skills in the fourth-grade Turkish lesson curriculum. (Unpublished master's thesis). Bartın University, Bartın, Turkey.
  • Sarıkaya, B. (2017). Visual reading in Turkish teaching. Muş Alparslan University Journal of Social Sciences, 5(3), 779-796.
  • Sarıkaya, B. (2018). An investigation of secondary school students’ critical visual reading skills depending on different variables. Educational Policy Analysis and Strategic Research, 13(4), 26-36. DOI: 10.29329/epasr.2018.178.2
  • Semizoğlu, R. (2013). The relationship between 5th-grade students' reading comprehension and visual reading levels and problem-posing skills. (Unpublished master's thesis). Gazi University, Ankara, Turkey.
  • Stokes, S. (2005). Visual literacy in teaching and learning: a literature perspective. Electronic Journal for the Integration of Technology in Education, 1(1),10-18.
  • Şimşek, A., & Bakır, S. (2019). An investigation of Turkish teachers’ non-verbal communication behaviors. International Journal of Turkish Literature Culture Education, 8(2), 1099-1118.
  • Tanrıverdi, B., & Apak, Ö. (2013). A content analysis on visual literacy. Journal of Uludağ University Education Faculty, 26(1), 267-293.
  • Taşgın, A., İleritürk, D., & Köse, E. (2018). Secondary school students' metaphors about "Turkish lesson" and "Turkish teacher." International Journal of Turkish Literature Culture Education, 7(1), 397-410.
  • Tezbaşaran, A. A. (1996). A guide to developing a Likert-type scale. Ankara: Turkish Psychologists Association Publications.
  • Turgut, M. F. (1992). Assessment and evaluation in education. Ankara: Saydam.
  • Tüzel, M. S. (2010). Visual literacy. Turkishness Research Studies, 27, 691-705.
  • Ünalan, Ş. (2006). Turkish teaching. Ankara: Nobel.
  • Weis, J. P. (2004). Contemporary literacy skills: Global initiatives. Knowledge Quest, 32(4), 12-15.
  • White, M. A. (1987). Information and imagery education. In M. A. White (Ed.), What curriculum for the information age? Hillsdale, NJ: Erlbaum.

Yıl 2022, Cilt , Sayı 21, 55 - 67, 24.01.2022
https://doi.org/10.30786/jef.899633

Öz

Kaynakça

  • Akpınar, B. (2009). An assessment of visual reading and presentation competency in Turkish primary education curriculum, Education and Science, 34(154), 37-49.
  • Akyol, H. (2011). Turkish teaching methods for the new program. Ankara: Pegem Academy.
  • Alyılmaz, C. (2005). Immortal works of the Silk Road crossroads. Ankara: Atatürk University Publications.
  • Arı, G., & Soylu, S. (2020). An analysis of visual reading skills of fifth-grade students. The International Journal of Turkish Literature, Culture, and Education (TEKE), 9(2), 718-735.
  • Arıkan, A. (2009). The use of visual aids in literature teaching: a short story example. Ondokuz Mayıs University Journal of Education Faculty, 27, 1-16.
  • Ateş, M., Sur, E., & Çelik, H. (2020). Turkish teachers' opinions on visual reading. Journal of Educational Theory and Practice Research, 6(1), 1-15.
  • Avcı, Y., & Çelik, G. (2018). Visual literacy activities for seventh-grade students. Journal of Awareness, 3(5), 697-714.
  • Balun, H. (2008). The effects of visual reading and presentation activities on Turkish teaching in the first stage of primary education (Bingöl-Elazığ-Diyarbakır example). (Unpublished master's thesis). Firat University, Elazığ, Turkey.
  • Baş, Ö., & Kardaş, N. (2014). The relationship between primary school students' visual reading and comprehension skills. Uşak University Journal of Social Sciences, 7(1), 230-243.
  • Beydoğan, H. Ö. (2010). The effect of graphics on students' reading comprehension. Journal of National Education, 40(188), 202-217.
  • Bilgilier, H. A. (2018). The relationships between social media use and social media addiction: The example of Ege University. Erciyes Communication Journal, 5(4), 351-369.
  • Bleed, R. (2005). Visual literacy in higher education. [Online]: Retrieved on 17 October-2007, at URL: http:// www.educause.edu/ir/library/pdf/ELI4001.pdf.
  • Bozkurt, E., & Ulucan, M. (2014). Assessment of visual reading and presentation themes in primary school Turkish lesson curriculum (1st-grade). Turkish Journal of Educational Studies, 1(2), 22-60.
  • Braden, R. A., & Hortin, J. A. (1982). Identifying the theoretical foundations of visual literacy. Journal of Visual/Verbal Language, 2, 37-42.
  • Burmark, L. (2002). Visual literacy: Learn to see, see to learn—Alexandria, VA: Association for Supervision and Curriculum Development.
  • Creswell, J. W. (2012). Educational research: planning, conducting, and evaluating quantitative and qualitative research. Boston: Pearson Education.
  • Creswell, J. W. (2019). Educational research: planning, conducting, and evaluating quantitative and qualitative research (translated by H. Ekşi). İstanbul: Edam. (originally published in 2012.)
  • Çam, B. (2006). The relationship between primary school students’ visual reading, comprehension, critical reading skills, and Turkish lesson performances. (Unpublished master's thesis). Osmangazi University, Eskişehir, Turkey.
  • Çam Aktaş, B. (2010). An analysis of visual reading activities in primary school Turkish lesson workbooks. Ondokuz Mayıs University Journal of Education Faculty, 29(2), 105-122.
  • Çarkıt, C. (2019). Teachers' views and practices on secondary school reading skills course. Journal of Mother Tongue Education, 7(4), 841-856.
  • Çelik, G. (2017). Improving reading skills through visual literacy in Turkish lessons: A mixed-method study. (Unpublished doctoral dissertation). Onsekiz Mart University, Çanakkale, Turkey.
  • Çepni, S., Bayrakçeken, S., Yılmaz, A., Yücel, C., Semerci, Ç., Köse, E.… Gündoğdu, K. (2008). Assessment and evaluation. Ankara: Pegem.
  • Debes, J. L. (1969). The loom of visual literacy: An overview. Audiovisual Instruction, 14(8), 25-27.
  • Deniz, K., Tarakçı, R., & Karagöl, E. (2019). Secondary school Turkish textbooks and reading outcomes. Journal of Mother Tongue Education, 7(3), 688-708.
  • Doğan, B. (2015). The effects of reading and visual reading skills on finding and analyzing the main idea in a text. Erzincan University Journal of Social Sciences Institute, 9(2), 67-84.
  • Dönmez, A. F. (2013). The effects of cartoons on developing Turkish reading comprehension and writing skills of 7th-grade students. (Unpublished master's thesis). Abant İzzet Baysal University, Bolu, Turkey.
  • Erem Özdemir N. H., & Kırkkılıç, H. A. (2015). The visual literacy skills of final year undergraduate students in the Turkish education department. Erzincan University Journal of Social Sciences Institute, 9(2), 285-290.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design & evaluate research in education (8th Edit.). London: McGraw Hill.
  • Göçer, A., & Tabak, G. (2012). An analysis of visual reading activities in 5th-grade Turkish workbooks. Elementary Education Online Journal, 11(3), 790-799.
  • Güleryüz, H. (2004). Turkish reading program. Ankara: Pegem Academy.
  • Güneş, F. (2013). Visual reading education. Bartın University Journal of Education Faculty, 2(1), 1-17.
  • Hekimoğlu, Ö. (2016). An evaluation of 8th-grade students’ visual literacy skills (Master's Thesis). The Higher Education Council National Thesis Center. (Thesis No. 450262)
  • Hibbing, A. N., & Rankin Ericson, J. L. (2003). A picture is worth a thousand words. The Reading Teacher, 56(8), 758-770.
  • İşeri, K., & Baştuğ, M. (2016). An evaluation of the new Turkish lesson curriculum. International Journal of Language Academy, 4(4), 17-35.
  • Karaçam, E. (2020). The relationships between secondary school students' visual literacy and critical thinking levels (a sample of Şanlıurfa, Siverek) (Master Thesis). The Higher Education Council National Thesis Center. (Thesis No. 639990)
  • Köksal, K., Temur, T., & Akçam, H. (2006). Research on first-grade students’ visual reading skills. The National Primary School Teaching Congress (pp. 189-196). Ankara: Gazi University.
  • Kuru, A. (2008). Teachers' opinions about visual reading and presentation skills in the fifth-grade Turkish lesson curriculum. (Unpublished master's thesis). Çukurova University, Adana, Turkey.
  • Lieury, A. (1995). Memoire des images et double codage. L’annee Psychologique, 95, 661-673.
  • Maden, S., & Altunbay, M. (2016). The use of graphics and tables as visual presentation and reading tools in Turkish education. International Journal of Turkish Literature Culture Education, 5(4), 1971-1983.
  • McMillan, J. H., & Schumacher, S. (2010). Education research: Evidence-based inquiry (7th Edt.). London: Pearson.
  • Ministry of Education. (2005). Elementary Turkish lesson curriculum and guide. Ankara: State Books Press.
  • Öncü Yıldız, M. (2012). On visual literacy. Marmara Communication Journal, 19, 64-77.
  • Örs, E., & Baş. B. (2018). A research on second-grade students’ visual literacy skills. Journal of Mother Tongue Education, 6(1), 95-113.
  • Özyurt Aydemir, E. (2016). A review of visual reading and presentation skills in the fourth-grade Turkish lesson curriculum. (Unpublished master's thesis). Bartın University, Bartın, Turkey.
  • Sarıkaya, B. (2017). Visual reading in Turkish teaching. Muş Alparslan University Journal of Social Sciences, 5(3), 779-796.
  • Sarıkaya, B. (2018). An investigation of secondary school students’ critical visual reading skills depending on different variables. Educational Policy Analysis and Strategic Research, 13(4), 26-36. DOI: 10.29329/epasr.2018.178.2
  • Semizoğlu, R. (2013). The relationship between 5th-grade students' reading comprehension and visual reading levels and problem-posing skills. (Unpublished master's thesis). Gazi University, Ankara, Turkey.
  • Stokes, S. (2005). Visual literacy in teaching and learning: a literature perspective. Electronic Journal for the Integration of Technology in Education, 1(1),10-18.
  • Şimşek, A., & Bakır, S. (2019). An investigation of Turkish teachers’ non-verbal communication behaviors. International Journal of Turkish Literature Culture Education, 8(2), 1099-1118.
  • Tanrıverdi, B., & Apak, Ö. (2013). A content analysis on visual literacy. Journal of Uludağ University Education Faculty, 26(1), 267-293.
  • Taşgın, A., İleritürk, D., & Köse, E. (2018). Secondary school students' metaphors about "Turkish lesson" and "Turkish teacher." International Journal of Turkish Literature Culture Education, 7(1), 397-410.
  • Tezbaşaran, A. A. (1996). A guide to developing a Likert-type scale. Ankara: Turkish Psychologists Association Publications.
  • Turgut, M. F. (1992). Assessment and evaluation in education. Ankara: Saydam.
  • Tüzel, M. S. (2010). Visual literacy. Turkishness Research Studies, 27, 691-705.
  • Ünalan, Ş. (2006). Turkish teaching. Ankara: Nobel.
  • Weis, J. P. (2004). Contemporary literacy skills: Global initiatives. Knowledge Quest, 32(4), 12-15.
  • White, M. A. (1987). Information and imagery education. In M. A. White (Ed.), What curriculum for the information age? Hillsdale, NJ: Erlbaum.

Ayrıntılar

Birincil Dil İngilizce
Konular Sosyal
Bölüm Makaleler
Yazarlar

Sıddık BAKIR
ATATÜRK ÜNİVERSİTESİ
0000-0002-5118-209X
Türkiye


Ayşe ŞİMŞEK (Sorumlu Yazar)
MİLLİ EĞİTİM BAKANLIĞI
0000-0003-1458-6068
Türkiye

Yayımlanma Tarihi 24 Ocak 2022
Başvuru Tarihi 19 Mart 2021
Kabul Tarihi 4 Ekim 2021
Yayınlandığı Sayı Yıl 2022, Cilt , Sayı 21

Kaynak Göster

Bibtex @araştırma makalesi { jef899633, journal = {Journal of Education and Future}, issn = {2146-8249}, address = {}, publisher = {Aydın Yayıncılık}, year = {2022}, number = {21}, pages = {55 - 67}, doi = {10.30786/jef.899633}, title = {8th Grade Students’ Success in Visual Reading and Logical Reasoning Test Items}, key = {cite}, author = {Bakır, Sıddık and Şimşek, Ayşe} }
APA Bakır, S. & Şimşek, A. (2022). 8th Grade Students’ Success in Visual Reading and Logical Reasoning Test Items . Journal of Education and Future , (21) , 55-67 . DOI: 10.30786/jef.899633
MLA Bakır, S. , Şimşek, A. "8th Grade Students’ Success in Visual Reading and Logical Reasoning Test Items" . Journal of Education and Future (2022 ): 55-67 <https://dergipark.org.tr/tr/pub/jef/issue/68768/899633>
Chicago Bakır, S. , Şimşek, A. "8th Grade Students’ Success in Visual Reading and Logical Reasoning Test Items". Journal of Education and Future (2022 ): 55-67
RIS TY - JOUR T1 - 8th Grade Students’ Success in Visual Reading and Logical Reasoning Test Items AU - Sıddık Bakır , Ayşe Şimşek Y1 - 2022 PY - 2022 N1 - doi: 10.30786/jef.899633 DO - 10.30786/jef.899633 T2 - Journal of Education and Future JF - Journal JO - JOR SP - 55 EP - 67 VL - IS - 21 SN - 2146-8249- M3 - doi: 10.30786/jef.899633 UR - https://doi.org/10.30786/jef.899633 Y2 - 2021 ER -
EndNote %0 Journal of Education and Future 8th Grade Students’ Success in Visual Reading and Logical Reasoning Test Items %A Sıddık Bakır , Ayşe Şimşek %T 8th Grade Students’ Success in Visual Reading and Logical Reasoning Test Items %D 2022 %J Journal of Education and Future %P 2146-8249- %V %N 21 %R doi: 10.30786/jef.899633 %U 10.30786/jef.899633
ISNAD Bakır, Sıddık , Şimşek, Ayşe . "8th Grade Students’ Success in Visual Reading and Logical Reasoning Test Items". Journal of Education and Future / 21 (Ocak 2022): 55-67 . https://doi.org/10.30786/jef.899633
AMA Bakır S. , Şimşek A. 8th Grade Students’ Success in Visual Reading and Logical Reasoning Test Items. JEF. 2022; (21): 55-67.
Vancouver Bakır S. , Şimşek A. 8th Grade Students’ Success in Visual Reading and Logical Reasoning Test Items. Journal of Education and Future. 2022; (21): 55-67.
IEEE S. Bakır ve A. Şimşek , "8th Grade Students’ Success in Visual Reading and Logical Reasoning Test Items", Journal of Education and Future, sayı. 21, ss. 55-67, Oca. 2022, doi:10.30786/jef.899633
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