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Journals / Adıyaman Üniversitesi Eğitim Bilimleri Dergisi / 2026 / Cilt: 16 Sayı: 1

An Investigation of Middle School Students’ Online Research and Reading Comprehension Skills

Ortaokul Öğrencilerinin Çevrim içi Araştırma ve Okuduğunu Anlama Becerilerinin İncelenmesi

Süleyman Ünlü(Uşak Üniversitesi)0000-0002-2188-3688
Pages
79–105
Publication Date
2026-06-30
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The findings revealed that students’ online research and reading comprehension levels did not differ significantly based on gender, perceived internet proficiency, or frequency of internet use at school.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:In the 21st century, skills such as digital literacy, online reading, online research, and reading comprehension have gained prominence among new literacy competencies.
📊
Key Findings & Data:These skills are often conceptualized within the scope of new literacies, encompassing online reading and research, digital comprehension, electronic text engagement, internet search strategies, and e-book reading.
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Conclusion & Impact:The findings revealed that students’ online research and reading comprehension levels did not differ significantly based on gender, perceived internet proficiency, or frequency of internet use at school.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:Çevrim içi okuma · Dijital okuryazarlık · Ortaokul öğrencileri

Abstract

In the 21st century, skills such as digital literacy, online reading, online research, and reading comprehension have gained prominence among new literacy competencies. These skills are often conceptualized within the scope of new literacies, encompassing online reading and research, digital comprehension, electronic text engagement, internet search strategies, and e-book reading. This study aims to investigate the differences in online research and reading comprehension levels among middle school students concerning various demographic variables. Employing a quantitative research design, the study was conducted using a descriptive survey model with a sample of 504 students from grades 6 through 8 in the central district of Uşak, Türkiye. Data were analyzed using independent samples t-tests and one-way ANOVA. The findings revealed that students’ online research and reading comprehension levels did not differ significantly based on gender, perceived internet proficiency, or frequency of internet use at school. However, significant differences were observed in terms of parental education level, duration of internet use, grade level, and weekly internet usage time. Specifically, students whose parents had higher education (bachelor’s degree or above), those with more than five years of internet experience, seventh graders, and those using the Internet 4–8 hours per week demonstrated higher performance. The results highlight the influence of parental education and digital experience, particularly in accessing and conveying online information. The study offers recommendations for tailoring digital literacy education to students' grade levels and internet usage habits.

Özet

21. yüzyıl becerileri arasında dijital okuryazarlık, çevrim içi okuma, çevrim içi araştırma ve okuduğunu anlama becerileri ön planda yer almaktadır. Bu kavramlar açıklanırken yeni okuryazarlık becerileri altında çevrim içi okuma, çevrim içi araştırma ve okuduğunu anlama, elektronik ortamlarda okuma, internet üzerinden okuma, internette arama ve araştırma stratejileri ve e-kitap okuma olarak da ele alınabilmektedir. Bu çalışma, ortaokul öğrencilerinin çevrim içi araştırma ve okuduğunu anlama düzeylerinin çeşitli demografik değişkenler açısından farklılaşma durumlarını incelemek amacıyla yapılmıştır. Araştırma, nicel araştırma desenlerinden betimsel tarama modeline göre yapılmıştır. Çalışma Uşak il merkezinde bulunan 6., 7. ve 8. sınıfta öğrenim gören toplam 504 öğrenci ile yürütülmüştür. Verilerin analizinde ilişkisiz örneklemler t-testi ve tek yönlü varyans analizi (ANOVA) kullanılmıştır. Araştırma bulgularına göre, ortaokul öğrencilerinin çevrim içi araştırma ve okuduğu anlama düzeyleri cinsiyet, internet kullanım yeterliliği, okulda interneti kullanma sıklığı değişkenlerine göre farklılaşmazken; anne ve baba eğitim düzeyi, internette geçirilen zaman, sınıf düzeyi ve haftalık internet kullanma saati değişkenlerine göre farklılaşmaktadır. Farklılıkların kaynağının anne ve baba eğitim düzeyinde lisans ve üstü olanlar, internette geçirilen zaman değişkeninde 5 yıldan fazla olanlar, sınıf düzeyinde 7. sınıflar ve haftalık internet kullanma saati değişkeninde 4-8 saat arasında kullananlar olduğu belirlenmiştir. Özellikle çevrim içi bilgiye ulaşma ve bilgiyi iletme becerilerinde ebeveyn eğitimi ve dijital deneyimin etkisi belirgindir. Araştırma, dijital okuryazarlık eğitimlerinin sınıf düzeyine ve internet kullanım alışkanlıklarına göre yapılandırılmasına yönelik öneriler sunmaktadır.

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Cite This Article

Ünlü, S. (2026). An Investigation of Middle School Students’ Online Research and Reading Comprehension Skills. Adıyaman Üniversitesi Eğitim Bilimleri Dergisi, Cilt: 16 Sayı: 1, 79–105. https://doi.org/10.17984/adyuebd.1768994

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