Volume 25, Issue 4 (12-2019)
Research on Information Science and Public Libraries 2019, 25(4): 597-620 |
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pishgoo H, mollazehi A. A Study of the Effect of Teaching Approaches to Foster Book Reading and on the Increase in Motivation for Reading and the Amount of Non-curricular Reading among the Elementary Students. Research on Information Science and Public Libraries 2019; 25 (4) :597-620
URL: http://publij.ir/article-1-1864-en.html
URL: http://publij.ir/article-1-1864-en.html
, h.pishgoo@yahoo.com
Abstract: (5436 Views)
Purpose: To determine the effect of teaching approaches to foster book reading and on the increase in the motivation for reading and the amount of non-curricular reading among the elementary students in Zahedan county.
Method: This research was carried out by using a half-experimental design consisting of a pretest-posttest on an experimental group and a control group. The statistical population included all the sixth-grade male and female students. The research sample included 100 students from four classes (two male and female classes (consisting of 50 students) as the experimental group and two male and female classes (consisting of 50 students as the control group) who were selected by the purposeful sampling method.
To gather data, two researcher-made questionnaires were utilized which were: 1) Questionnaire on Motivation for Reading, 2) Questionnaire on Non-curricular Reading. The experimental plan was implemented in ten 45-minute sessions (at least every two weeks) within five weeks in the classrooms. Immediately after sessions, the post-test was performed and a month after the sessions ended, the follow-up test was performed. The data analysis was carried out by using the two-way analysis of Covariance.
Findings: Results of the Covariance analysis showed that teaching approaches to foster book reading have an effect on the increase in motivation for reading and the amount of reading non-curricular books among the students during the post-test stage.
Originality/value: In the current research, teaching approaches to foster book reading were designed and applied to a group of elementary students. The above-mentioned process can provide a framework for implementing teaching schemes of reading in order be used by teachers and lead students to achieve higher efficiency and have more motivation for reading non-curricular books while putting greater effort into scientific and research activities.
Method: This research was carried out by using a half-experimental design consisting of a pretest-posttest on an experimental group and a control group. The statistical population included all the sixth-grade male and female students. The research sample included 100 students from four classes (two male and female classes (consisting of 50 students) as the experimental group and two male and female classes (consisting of 50 students as the control group) who were selected by the purposeful sampling method.
To gather data, two researcher-made questionnaires were utilized which were: 1) Questionnaire on Motivation for Reading, 2) Questionnaire on Non-curricular Reading. The experimental plan was implemented in ten 45-minute sessions (at least every two weeks) within five weeks in the classrooms. Immediately after sessions, the post-test was performed and a month after the sessions ended, the follow-up test was performed. The data analysis was carried out by using the two-way analysis of Covariance.
Findings: Results of the Covariance analysis showed that teaching approaches to foster book reading have an effect on the increase in motivation for reading and the amount of reading non-curricular books among the students during the post-test stage.
Originality/value: In the current research, teaching approaches to foster book reading were designed and applied to a group of elementary students. The above-mentioned process can provide a framework for implementing teaching schemes of reading in order be used by teachers and lead students to achieve higher efficiency and have more motivation for reading non-curricular books while putting greater effort into scientific and research activities.
Type of Study: quantitative |
Subject:
GIS and Geographic Studies
Received: 2017/09/3 | Accepted: 2019/07/30 | Published: 2020/03/14
Received: 2017/09/3 | Accepted: 2019/07/30 | Published: 2020/03/14
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