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Bu araştırmanın amacı Ankara ili, Keçiören ilçesinde öğrenim gören ortaokul öğrencilerinin okuma kaygılarının çeşitli değişkenler bağlamında incelenmesidir. Araştırma ilişkisel tarama deseninde gerçekleştirilmiştir. Araştırmada Ankara ili Keçiören ilçesinde bulunan okullarda öğrenim gören, veri toplaması kolay, gönüllülük ilkesiyle araştırmaya katılan 368 ortaokul öğrencisi araştırma grubunu oluşturmuştur. Araştırmada veri toplama aracı olarak Melanlıoğlu (2014) tarafından geliştirilmiş olan “Okuma Kaygısı Ölçeği (OKÖ) kullanılmıştır. Verilerin analizinde IBM-SPSS 22 programı kullanılmıştır. Verilerin normal dağılım göstermemesi nedeniyle analizler Spearman Brown Sıra Farkları Korelasyon Katsayısı, Mann Whitney U Test, Kruskal Wallis Test gibi non-parametrik teknikler ile yapılmıştır. Araştırma bulguları incelendiğinde, katılımcıların okuma kaygısı ölçeği alt boyutları incelendiğinde katılımcıların okuma sürecini planlama ve okumayı destekleyen unsurlar alt boyutlarında düşük puanlara yığıldıkları okuduğunu anlama ve çözümleme boyutunda ise ortanın üzerinde puan aldıkları belirlenmiştir. Türkçe dersi akademik başarı düzeyi ile gerek okuma kaygısı ölçeğinin toplam puanı ve gerekse alt boyutlarının hiçbiri ile anlamlı bir ilişki olmadığı belirlenmiştir. Araştırma bulgularına dayalı olarak cinsiyete, aile gelir düzeyine ve öğrencilerin en son ne zaman kitap okuduğuna göre okuma kaygısının boyutlarında anlamlı farklılık olmadığı belirlenmiştir. Hem anne ve hem de baba eğitim durumuna göre göre okuma kaygısı ölçeğinin sadece “okuduğunu anlama ve çözümleme” alt boyutunda anlamlı farklılık tespit edilmiş olup, diğer boyutlarda anne ve baba eğitim düzeyine göre anlamlı farklılık belirlenmemiştir. Anne ve babanın evde kitap okuma durumuna göre okuma sürecini planlama, okuduğunu anlama ve çözümleme boyutlarında anlamlı bir farklılık belirlenmiş olup, okumayı destekleyen unsurlar alt boyutu ile okuma kaygısı toplam puanlarında anlamlı farklılık belirlenmemiştir. Araştırma bulgularına dayalı olarak okuma kaygısını azaltmaya yönelik eğitsel çalışmalar düzenlenmesi ve rehberlik yapılması önerilmiştir.
The purpose of this study is to determine students' reading anxiety in terms of various variables. The study is a kind of descriptive research. The design of this research was the correlational model. In the study, 368 middle school students in the district of Ankara, Kecioren constitute the study group in accordance with the principle of voluntary and easy data collection. In this study, the scale of reading anxiety developed by Melanlıoglu (2014) was used as a data collection tool. In the analysis of the data, IBM-SPSS 22 program was used. As the data were not normally distributed, analyses were performed with non-parametric techniques such as Spearman's rank correlation coefficient, Mann Whitney U Test, and Kruskal Wallis Test. When the research findings were examined, it was determined that students had lower scores on the dimensions of "planning the reading process" and "aspects supporting reading" and they had scores above average on the dimension of "understanding and analyzing the material reading" of reading anxiety scale. No significant difference was found among the level of academic achievement in Turkish lesson and total scores of reading anxiety scale and any dimensions of reading anxiety scale. Based on the research findings, it was determined that there is no significant difference in the dimensions of reading anxiety according to gender, family income level, and the variable- when students read a book last. A significant difference was found in only sub-dimension of "understanding and analyzing the material read" of reading anxiety scale according to the education level of both mother and father whereas no significant difference was found in other dimensions according to the education level of both mother and father. When the research findings were examined, it was determined that there was a significant difference on the dimensions of "planning the reading process" and "understanding and analysing the material read" of reading anxiety scale according to the parent's reading habit at home where no significant difference was found between the sub-dimension of "aspects supporting reading" of the reading anxiety scale and total scores of reading anxiety scale. Based on research findings, it has been proposed organize educational guidance works with the purpose to reduce students' reading anxiety.
The purpose of this study is to determine students’ reading anxiety in terms of various variables. The study is a kind of descriptive research. The design of this research was the correlational model. In the study, 368 middle school students in the district of Ankara, Kecioren constitute the study group in accordance with the principle of voluntary and easy data collection. In this study, the scale of reading anxiety developed by Melanlıoglu (2014) was used as a data collection tool. In the analysis of the data, IBM-SPSS 22 program was used. As the data were not normally distributed, analyses were performed with non-parametric techniques such as Spearman's rank correlation coefficient, Mann Whitney U Test, and Kruskal Wallis Test. When the research findings were examined, it was determined that students had lower scores on the dimensions of “planning the reading process” and "aspects supporting reading" and they had scores above average on the dimension of "understanding and analysing the material read" of reading anxiety scale. No significant difference was found among the level of academic achievement in Turkish lesson and total scores of reading anxiety scale and any dimensions of reading anxiety scale. Based on the research findings, it was determined that there is no significant difference in the dimensions of reading anxiety according to gender, family income level, and the variable- when students read a book last. A significant difference was found in only sub-dimension of "understanding and analysing the material read" of reading anxiety scale according to education level of both mother and father whereas no significant difference was found in other dimensions according to education level of both mother and father. When the research findings were examined, it was determined that there was a significant difference on the dimensions of “planning the reading process” and "understanding and analysing the material read" of reading anxiety scale according to parent’s reading habit at home whereas no significant difference was found between the sub-dimension of "aspects supporting reading" of the reading anxiety scale and total scores of reading anxiety scale. Based on research findings, it has been proposed organize educational guidance works with purpose to reduce students’ reading anxiety.
Field : Eğitim Bilimleri
Journal Type : Uluslararası
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