Özet:

Visual literacy is a part of everyday life, so it is essential that curricula and practices emphasize the ability to read, interpret, and create visuals such as graphics, tables, and figures. The ability of individuals to make inferences by reading and interpreting the graphics and identify the appropriate graphics is called graphic literacy. The graphic literacy, which is also designated among the skills of 21st century, is frequently encountered in both international and local central exams. The purpose of this study is to reveal the relationship between the self-efficacy, attitudes and perceptions of 7th grade students regarding reading-interpreting and converting graphics and their achievement levels. The correlational design was utilized in an attempt to identify the relationship between the variables. The data of the study were collected via the Self-Efficacy Beliefs and Attitudes towards Graphics (GYÖİT) Scale, Graphic Literacy Perception According to Graphic Types (GTGOA) Scale and Graphic Achievement Test (GBT). The participants were 130 7th grade students of a private school affiliated to the Ministry of National Education. As far as the findings are concerned, it was found that there was a significant relationship between students' self-efficacy beliefs towards graphics and their achievement in the graphics test, and between their attitudes and perceptions towards graphics. Contrary to expectations, it was found that there was no significant relationship between their attitudes towards graphics and their achievement in the graphics test. According to the graphic question type, it was seen that the average of the participants' interpretation of line graphs was lower than the average of interpretation of column and circle graphs.

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