The impact of computer-assisted and direct strategy teaching on reading comprehension

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2024-10-03 DOI:10.1111/jcal.13068

Aydın Bulut, Mustafa Yıldız

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引用次数: 0

Abstract

Background

The use of computer-assisted reading comprehension is of critical importance in the context of promoting effective and engaging literacy education in the digital age. It provides students with the opportunity to work at their own pace and convenience, thereby facilitating self-directed learning and accommodating various learning preferences and schedules.

Objectives

The objective of the study was to investigate the impact of computer-assisted and direct strategy teaching on reading comprehension, reading comprehension self-efficacy and reading comprehension metacognitive awareness. An experimental application based on the SQ4R strategy was conducted in the direct strategy teaching (DST) and computer-assisted strategy teaching (CAST) programmes. In the DST group, the implementation of the SQ4R strategy was conducted through direct strategy teaching, whereas in the CAST group, the same activities were carried out with the assistance of computer-based resources. The principal objective of the study was to evaluate the efficacy of computer-assisted strategy instruction.

Methods

This study employed a combined sequential descriptive design, integrating qualitative and quantitative research models. The study was conducted with 61 fourth-grade students, enrolled in three classrooms of a public school situated in the central district of Kastamonu, Turkey, which is characterised by a moderate socioeconomic level. The quantitative component of the study was designed as a pre-test–post-test control group experimental study. The qualitative component of the study comprised focus group interviews and observation. Two experimental groups and one control group were established in the course of this study. In the quantitative dimension of the combined sequential descriptive model, the Reading Comprehension Test, Metacognitive Reading Comprehension Scale, and Reading Comprehension Self-Efficacy Scale were employed as data collection instruments. In order to collect data in the qualitative dimension, semi-structured interview and observation forms were employed. Furthermore, the researcher's diaries, maintained throughout the research process, were employed as a data source. The quantitative data were analysed using the following techniques: arithmetic mean, frequency, percentage, standard deviation, ANOVA and covariance analysis (ANCOVA). A descriptive analysis was employed for the evaluation of the qualitative data.

Results and Conclusions

Upon examination of the post-test scores of the CAST, DST and control group students in the Reading Comprehension Test, it was observed that the CAST group exhibited the highest average. A statistically significant difference was also identified between the CAST group and the control group. Nevertheless, no statistically significant difference was identified between the DST group and the control group. Nevertheless, an examination of the mean scores reveals that the DST group exhibited considerably higher Reading Comprehension Test scores.

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计算机辅助和直接策略教学对阅读理解的影响

背景在数字时代，使用计算机辅助阅读理解对于促进有效和有吸引力的扫盲教育至关重要。它让学生有机会按照自己的节奏和方便的方式学习，从而促进自主学习，并适应不同的学习偏好和时间安排。研究目的研究计算机辅助和直接策略教学对阅读理解、阅读理解自我效能感和阅读理解元认知意识的影响。在直接策略教学（DST）和计算机辅助策略教学（CAST）项目中进行了基于 SQ4R 策略的实验应用。在直接策略教学组中，SQ4R 策略的实施是通过直接策略教学进行的，而在计算机辅助策略教学组中，同样的活动是在计算机资源的辅助下进行的。研究的主要目的是评估计算机辅助策略教学的效果。研究方法本研究采用了综合序列描述性设计，整合了定性和定量研究模式。研究对象是土耳其卡斯塔莫努中部地区一所公立学校的三个班级中的 61 名四年级学生，该地区的社会经济水平处于中等水平。研究的定量部分设计为前测-后测对照组实验研究。定性研究包括焦点小组访谈和观察。研究过程中设立了两个实验组和一个对照组。在组合序列描述模型的定量维度中，采用了阅读理解测验、元认知阅读理解量表和阅读理解自我效能量表作为数据收集工具。为了收集定性维度的数据，采用了半结构化访谈和观察形式。此外，还采用了研究人员在整个研究过程中记录的日记作为数据来源。定量数据采用以下技术进行分析：算术平均数、频率、百分比、标准差、方差分析和协方差分析（ANCOVA）。定性数据的评估采用了描述性分析。结果与结论在对 CAST、DST 和对照组学生的阅读理解测试后得分进行检查后发现，CAST 组的平均分最高。在统计学上，CAST 组与对照组之间也存在明显差异。然而，DST 组与对照组在统计上没有明显差异。然而，对平均分数的研究表明，DST 组的阅读理解测试分数要高得多。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope