Abstract

In this study, it was aimed to investigate possible impact of using the KWL reading strategy in teaching the topic of “fractions and operations with fractions” to the 4^th graders on students’ problem-solving achievement. A quasi-experimental design with pretest-posttest control group (CG) was employed in the study. The study group consisted of 35 4^th graders studying at a primary school in Bartın, Turkey. In the research, an experimental group (EG) and a control group (CG) were used. There were 18 students in the experimental group (EG) and 17 students in the control group (CG). The test of equivalency (TE), Problem-Solving Achievement Test (PSAT) to gauge effect of instruction with the KWL strategy and reading texts were employed as data collection tools. The Wilcoxon Signed Rank Test and Mann Whitney U Test were employed in the research. It was found as a result of the research that the KWL strategy fostered the students’ problem-solving achievement. However, there were no significant differences between the EG and CG in terms of the scores received in the step of implementing the plan.

摘要

在这项研究中，旨在探讨在“用分数分数和操作”至4教学的话题用KWL阅读策略的可能产生的影响^日学生的解题成绩年级学生。在研究中采用了具有前测-后测对照组（CG）的准实验设计。该研究组由35个^第4组组成在土耳其巴特恩的一所小学读书的一年级学生。在研究中，使用了实验组（EG）和对照组（CG）。实验组（EG）有18名学生，对照组（CG）有17名学生。数据收集工具采用了等效性测试（TE），解决问题成就测试（PSAT）来评估KWL策略的指导效果以及阅读课文。该研究采用了Wilcoxon符号秩检验和Mann Whitney U检验。研究结果表明，KWL策略促进了学生解决问题的成就。但是，在实施计划的步骤中，EG和CG在得分方面没有显着差异。