KaydedilenlerDerginizi ekleyin

Dergiler / IOJET / 2021 / Cilt: 8 - Sayı: 3

THE EFFECT OF SHORT FILMS AS ADVANCE ORGANIZER ON READING COMPREHENSION AND SELF-EFFICACY PERCEPTION

Sevil Hasırcı Aksoy
Dergi
IOJET
Sayfa
2131–2149
Yayın Tarihi
2022-10-18
DOI
—
🏛️Bu makalenin bibliyografik verileri ve tam metin bağlantısı DergiPark üzerinden sağlanmıştır.
DergiPark Kaydı ↗
✨

Yapay Zeka Hızlı Bakış & Çıkarımlar

AI Insight
⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Further research should compare short films with other advance organizers as well as examine the effect of short films on students’ development in other linguistic skills.

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez:This article reports the effect of short films as an advance organizer on the development of students’ reading skills.
📊
Temel Bulgular & Veri:The participants included 204 fifth grade students from three schools with different socioeconomic statuses in Gaziantep, Turkey.
💡
Sonuç & Katkı:Further research should compare short films with other advance organizers as well as examine the effect of short films on students’ development in other linguistic skills.
🔬Tür:Araştırma Makalesi
📍Kapsam:2003 Verileri
⚙️Değişkenler:Alan Parametreleri

Abstract

This article reports the effect of short films as an advance organizer on the development of students’ reading skills. The current study aimed to investigate how short films affect the comprehension and reading self-efficacy perception of students from different socioeconomic levels. The participants included 204 fifth grade students from three schools with different socioeconomic statuses in Gaziantep, Turkey. The experimentation process was planned at three stages determined by Joyce and Weil (2003). The experimentation phase of the study lasted for 10 weeks between October 22nd and December 26th in 2018–2019 Fall Term. After the experimentation, the findings for reading comprehension revealed a significant difference in favor of the students with low and middle socioeconomic status, while no significant difference was found between students in the experimental and control groups from the higher socioeconomic status. In terms of reading self-efficacy, in both groups, only students from the low socioeconomic status showed a significant difference. The results suggest investigating the effect of different advance organizers on the cognitive and affective development of students. Further research should compare short films with other advance organizers as well as examine the effect of short films on students’ development in other linguistic skills.

🔖

Bu Makaleye Atıf Yap

Aksoy, S. H. (2022). THE EFFECT OF SHORT FILMS AS ADVANCE ORGANIZER ON READING COMPREHENSION AND SELF-EFFICACY PERCEPTION. IOJET, Cilt: 8 - Sayı: 3, 2131–2149. https://ajindex.com/articles/542201

📄 Tam Metin PDF Okuyucu

📄

PDF görüntüleyici hazırlanıyor...

Kaynakça (11)

  1. Açıkgöz, Ü. K. (2003). Etkili öğrenme ve öğretme [An effective learning and teaching]. İzmir:
  2. Eğitim Dünyası Yayınları.
  3. Akdemir, A.S. (2010). Videonun dinleme becerisine ön örgütleyici olarak uygulanması [Video as an advance organizer to listening skill]. (Unpublished master’s thesis). Atatürk University Institute of Social Sciences, Erzurum. Aktaş, H. (2017). Akademik güdülenme ile akademik özyeterlik arasındaki ilişki: ilahiyat fakültesi öğrencileri üzerine ampirik bir araştırma [The relationship between academic motivation and academic self-efficacy: an empirical research on the students of the faculty of teology]. İnsan ve Toplum Bilimleri Araştırmaları Dergisi, 6(3), 1376-1398.
  4. Alderson, J. C. (2000). Assessing reading. Cambridge: Cambridge University Press.
  5. Altunay, U. (2000). Ön örgütleyicilerin ve öğrenci tutumlarının İngilizce ironic metinlerin anlaşılması üzerine etkileri [The effects of attitudes and advence orgenizers on the comprehension of ironical texts in English]. (Unpublished doctoral dissertation). Dokuz Eylül University Institute of Educational Sciences, İzmir.
  6. Alvermann, D. E. (1981). The compensatory effect of graphic organizers on text structure. ERIC Document Reproduction Service, ED. 208 019. Retrieved May 24, 2019 from https://files.eric.ed.gov/fulltext/ED208019.pdf
  7. Ausubel, D. P. (1960). The use of advance organizers in the learning and retention of meaningful verbal material. Journal of Educational Psychology, 51(5), 267-272.
  8. Ausubel, D. P. (1968). Educational psychology. A cognitive view. London: Holt, Rinehart and Winston, Inc. Ausubel, D. P. (2000). The acquisition and retention of knowledge: A cognitive view. Berlin: Springer-Science+Business Media. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman. Bayat, N. (2006). Şiire yönelik tutumlarin ve ön örgütleyicilerin şiirsel imgelerin anlamlandirilmasi üstündeki etkililiği [The effectiveness of attitudes towards poetry and advance organizers on signification of poetic image]. (Unpublished doctoral dissertation). Dokuz Eylül University Institute of Educational Sciences, İzmir.
  9. Bellver, C.G. (1989). Literature and visual aids: textual, contextual, and intertextual applications. Hispania, 72 (4), 1078-1082.
  10. Beydoğan, H.Ö. (2010). Grafiksel düzenlemelerin öğrencilerin okuma-anlama düzeylerine etkisi [The effects of graphical regulations on students’ levels of reading-comprehension]. Millî Eğitim Dergisi, 188, 202-217.
  11. Borer, G. (1981). Effect of ad