Zekâ Oyunlarının İlkokul 3. Sınıf Öğrencilerinin Türkçe Dersinde Okuduğunu Anlama Becerisine Etkisi

Abstract

This research aims to reveal the impact of mind games on the comprehension skill of primary education third grade students in Turkish course. The research was carried out in a public primary school in Yapracık, located in the district of Etimesgut, Ankara. The study group consisted of 71 students (35 of them being in the experimental group, 36 of them being in the control group) who were 3rd grade students during the fall semester of the 2019-2020 academic year. This quasi-experimental research was based on a pretest-posttest control group design. For this purpose, the quantitative data of the research were collected through “Reading Comprehension Skill Test”. Pretest scores and posttest scores obtained from the test constitute the quantitative data of the research. Qualitative data to support the quantitative data of the research were gathered through a semi-structured interview form in order to get the opinions of 10 students in the experimental group after application of mind games. The data were analyzed with SPSS software. Quantitative data of the study were analyzed with two-way ANOVA for mixed measures test. Qualitative data were analyzed by content analysis method. Findings of the quantitative analysis revealed that mind games applied to experimental group students had a positive effect on their reading comprehension skill in Turkish course. Qualitative findings obtained to support the quantitative findings related to the experimental group students indicated that the application of mind games contributes to the reading comprehension skill of the students in Turkish course.