EXAMINATION OF BOOK READING HABITS OF SECONDARY SCHOOL STUDENTS

Year 2022, Volume: 4 Issue: 1, 19 - 39, 30.06.2022

Ahmet Bekaroğlu , Özkan Kahveci , Ferhat Kazoğlu , Turgay İlhan , Metin Gökgöz

Abstract

This research reveals the reading habits of the secondary school students. The research group consist of 243 students who attends secondary school in the first term of 2021-2022 educational year in Kastamonu.
A questionnaire was prepared in order to collect personal information from the participants. There are 23 items in the questionnaire form to collect information about the variables. The reading habits of secondary school students with the survey questions, which were prepared by taking advantage of the opinions of academicians and teachers who have applications for the habit of reading books specialized in their fields; were analyzed statistically according to their gender, grade level, educational status of parents and monthly income. The analysis of the quantitative data obtained in the research was made using SPSS 26 Windows Package Statistics Program. During the analysis of the data, the Pearson Correlation Test was used to examine the relationship between variables, as well as descriptive statistics. Significance level was accepted as p<0.05
According to the findings of the research; 35% of the students participating in the research stated that they read books regularly, 57.2% stated that they read books occasionally, 7.8% stated that they did not have a habit of reading.
According to the type of reading, students stated that 63,4 % of them read novels and stories,16 % of them read scientific books, while 20,2% of them stated that they read books regardless of the type of book.
It is revealed that 96.7% of the students read from books, 2.5% of them read from the mobile phone.
According to daily reading habits, respecting the number of pages, 76.5% of the students read an average of 0-50 pages per day, 15.2% read an average of 50-100 pages per day, 7% read an average of 100-200 pages per day, 1.2% stated that they read an average of 200 pages or more per day.
Regarding the importance of visuality in choosing a book, 58% of the students stated that the book cover and visuals are important for selecting books, and 42% stated that the book cover and visuals aren’t important for selecting books.
Regarding access to the book, 84.4% of the students stated that they can reach the books they want according to their settlements, and 15.6% stated that they had problems in reaching the books.

Keywords

Reading habits, Pandemic, reading book, secondary school

References

• Acıyan, A.A., (2008). The Relationship Between Students' Reading Habits and Academic Achievement Level, (Master's Thesis), İstanbul: Yeditepe University Institute of Social Sciences.
• Aydoğdu, H. (2020). An Evaluation on the Effects of Reading Habits and School Libraries on Individual Development. Journal of National Education, 49 (225), 201-226.
• Balcı, A. (2009). A Study on Reading Habits and Interests of 8th Grade Primary School Students. Doctoral Thesis, Gazi University, Ankara.
• Batur Z., Özcan H.Z., Sağcan Y.C. (2019). Investigation of Reading Tendency of Secondary School Students. Eurasian Journal of Language Education and Research, 3(1), 33-55
• Bekaroğlu, A. (2006). Examination and Evaluation of Written Exam Questions in Primary 6th Grade Turkish Lesson According to Question Steps – Kastamonu example (Published Master's Thesis).AİBÜ, Bolu, 42
• Başaran, M. (2013). Fluent Reading as an Indicator of Reading Comprehension. Educational Sciences in Theory and Practice, 13 (4), 2277-2290.
• Creel, S. L. (2007). Early adolescents' reading habits. Young Adult Library Services, 5(4), 46-49.
• Demiray, K. (1970). Turkish Children's Literature. National Education Press, 46-48
• Göktürk, A. (1997) Reading, İstanbul: Yapı Kredi Publications.
• Gudakovska, I. (1996). Students‟ Reading Habits in Latvia. Journal of Adoloscent & Adult Literacy, 40(1), 64-66.
• Kaçan Softa, H. and Ulaş Karaahmetoğlu, G. (2015). The Effect of Reading Books on Critical Thinking in University Students. Yıldırım Beyazıt University Faculty of Health Sciences Nursing E-Journal, 3 (2), 24-37.
• Karatay, H. (2015). Literary Circle for Developing Critical Thinking and Reading Habit Skills: A Model of Book Criticism. National Education, 45 (208), 6-17.
• Karasar, N. (1994). Scientific Research Method, Ankara: 3A Research Education Consultancy Ltd.
• MEB.(2005). Secondary School Program Primary Education Second Level, Turkish Journal of Educational Sciences, Department of Publications, Ankara
• MEB.(2019). Turkish Curriculum (1,2,3,4,5,6,7,8th Grades). Ministry of National Education, 15-18
• Mete, G. (2012). A Study on Reading Habits of 8th Grade Primary School Students (Malatya sample). Journal of Language and Literature Education, 1(1), 43-66.
• Poyrazoğlu, O. Nuri. (1993). “Challenges Encountered in Turkish Teaching and Solution Suggestions”, Turkish Teaching in Primary Schools and Its Problems. TED Publications, Ankara
• Sünbül, A.M., Çalışkan, M., Yılmaz, E.,Çintaş D., Alan, S., Demirer, V., and Ceren, D. (2010). High School Students' Reading Habits,: Konya Province Research Report (9 -10-11-12.grades). Konya: Selcuk Printing House
• Tekgül, K., (2013). Examining the Ideas of Administrators and Teachers on the Development of Reading Habits in Students, (Master's Thesis), İstanbul: Yeditepe University Institute of Social Sciences.
• Temizyürek, F., Çolakoğlu, B. K., and Coşkun, S. (2013). An Investigation of Ninth Grade Students' Reading Habits in Terms of Some Variables. Turkish Journal of Educational Sciences, 11(2), 114-150.
• T.R. Ministry of Health, (2020), https://covid19.saglik.gov.tr/
• Yıldırım, K., Rasinski, T. and Kaya, D. (2017). 4-8. Fluent Reading and Comprehension of Informative Texts by Turkish Students in Classrooms. Education and Science, 42 (192), 87-98.
• Yilmaz, B. (1995). Sociology of reading: A Study on Reading Habits of Ankara Residents. Turkish Librarianship, 9(3), 325-336.
• Zengin, A., Zengin, N. (2006). Turkish Lesson Special Teaching Methods I-II, 67