The Effect of Performing Reading Activities with Critical Reading Questions on Critical Thinking and Reading Skills

Autor/inn/en	Yildirim, Sefa; Soylemez, Yusuf
Titel	The Effect of Performing Reading Activities with Critical Reading Questions on Critical Thinking and Reading Skills
Quelle	In: Asian Journal of Education and Training, 4 (2018) 4, S.326-335 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Yildirim, Sefa) ORCID (Soylemez, Yusuf)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2519-5387
Schlagwörter	Critical Reading; Critical Thinking; College Students; Foreign Countries; Access to Information; Propaganda; Content Analysis; Pretests Posttests; Teaching Methods; Mythology; Turkey + Suchen Sie Ihr Suchwort? Kritisches Lesen; Kritisches Denken; Collegestudent; Ausland; Inhaltsanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Mythologie; Türkei
Abstract	The 21st century individual should be able to access information and critically evaluate and interpret it. What creates this obligation is the information bombing and political and commercial perception management brought about by virtual networks, the media and globalization. Therefore, critical thinking and its sub-component, critical reading, are becoming more and more important because they are the assistants of the individual who has to distinguish right from wrong and the truth from propaganda in life and texts. The aim of this study is to reveal the effect of performing reading activities with critical reading questions developed by the researchers on critical thinking and reading skills, and to pave the way for further research in this area. Study sample consisted of 232 students of Agri Ibrahim Çeçen University in the academic year of 2016- 2017. Participants were recruited using random sampling technique. This was a mixed design study. The qualitative dimension of the study was based on a screening model. Data were collected using document review and interview methods, and were analyzed using content analysis. The quantitative dimension of the study was based on a quasi-experimental model. Data were collected using a Critical Thinking Self-Evaluation Form and a Critical Reading Scale (pretest-post-test) before and after a 7-week application. Data were analyzed using a statistical software package. T-test and ANOVA were used for analysis. Results show that reading activities with critical reading questions have a statistically significant effect on students' critical thinking and reading skills. Qualitative data also support these results. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01