ÖzetBu çalışmanın amacı, İTS ve TİÖD okuduğunu anlama stratejilerinin ilköğ-retim 5. sınıf öğrencilerinin bilişsel ve duyuşsal öğrenme düzeyleri üzerindeki etkilerini belirlemektir. Araştırmada kontrol gruplu ön test-son test deneysel desen modeli kullanılmıştır. Araştırmada nicel veri toplama araçlarından yararlanılmıştır. Araş-tırmanın verileri, Türkçe dersi bilişsel giriş davranışları testi, okuduğunu anlama testi, okuduğunu anlamaya ilişkin öz yeterlik algısı ölçeği ve Türkçe dersine yönelik tutum ölçeğinin uygulanmasıyla elde edilmiştir. Nicel verilerin analizinde SPSS 2 Bu çalışma, Prof. Dr. Özcan DEMİREL danışmanlığında Cevdet EPÇAÇAN tarafından hazırlanan "Okuduğunu Anlama Stratejilerinin Bilişsel ve Duyuşsal Öğrenme Ürünlerine Etkisi" başlıklı doktora tez çalışmasının bir bölümüdür.
This study was conducted to analyze whether there was a significant difference among secondary school students' tendencies about lifelong learning in terms of gender and grade variables. The participants were 466 students studying at different high schools in the central province of Siirt at 9 th , 10 th and 11 th grades, who were chosen randomly. 'Lifelong Learning Tendencies Scale' created by Coskun (2009) which has 27 items in it was used to gather related data. Frequency, mean and Mann-Whitney U test were used to evaluate the data. The results of the study showed that the participants' motivation and persistence levels were high in terms of lifelong learning tendency, however lack of interest and organization of learning subcomponents appeared to be at medium level according to student answers. Generally speaking, lifelong learning tendencies of high school students were at medium level. There was a statistically significant difference for the girls as for lifelong learning tendency but there was not such a difference among the students according to class grade variable.
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