Effect of Metacognitive Reading Strategies on Critical Thinking: A Mixed Methods Research

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dc.authoridAMANVERMEZ INCIRKUS, Funda/0000-0002-5913-122X
dc.contributor.authorIncirkus, Funda Amanvermez
dc.contributor.authorBeyreli, Latif
dc.date.accessioned2024-06-12T11:08:23Z
dc.date.available2024-06-12T11:08:23Z
dc.date.issued2020
dc.departmentTrakya Üniversitesien_US
dc.description.abstractThis study aims at determining whether there were differences in the critical thinking skills of 6th-grade students with whom different metacognitive reading strategies were implemented in Turkish language courses. The Mixed research methodology was adopted that consists of quantitative and qualitative methods. Critical thinking applications in the control group of the study took place according to the Turkish language curriculum, whereas the applications in the experimental group were conducted through SQ4R (survey, question, read, recite, record, and review) and Interactive Read Aloud (IRA) strategies. In the quantitative part of the study, 95 students from 3 different classes attended the practice for 8 weeks, while in the qualitative part semi-structured interviews were held with 32 students in the experimental group. Quantitative data was analyzed on SPSS 22 software package, and MAXQDA 12 software program was employed for the analysis of qualitative data. It was concluded, upon a comparison of post-test scores of students who were taught the SQR4 strategy and the IRA strategy with the scores of those in the control group, that there was a significant difference in favor of the students who applied the IRA strategy in which the teacher acts as a model. No significant difference was observed between the teacher-guided experimental group applying the SQ4R strategy and the control group. Both quantitative and qualitative findings support this conclusion. All students from the IRA experimental group who participated in interviews stated that the strategy applied improved their critical thinking skills in different aspects, whereas most of the students in the SQ4R group stated that the strategy applied did not contribute to their skills.en_US
dc.identifier.doi10.15390/EB.2020.7857
dc.identifier.endpage190en_US
dc.identifier.issn1300-1337
dc.identifier.issue202en_US
dc.identifier.scopus2-s2.0-85091527655en_US
dc.identifier.scopusqualityQ3en_US
dc.identifier.startpage173en_US
dc.identifier.trdizinid376922en_US
dc.identifier.urihttps://doi.org/10.15390/EB.2020.7857
dc.identifier.urihttps://search.trdizin.gov.tr/yayin/detay/376922
dc.identifier.urihttps://hdl.handle.net/20.500.14551/22406
dc.identifier.volume45en_US
dc.identifier.wosWOS:000530588700008en_US
dc.identifier.wosqualityQ4en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.indekslendigikaynakTR-Dizinen_US
dc.language.isoenen_US
dc.publisherTurkish Education Assocen_US
dc.relation.ispartofEgitim Ve Bilim-Education And Scienceen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectMetacognitive Awarenessen_US
dc.subjectReading Strategiesen_US
dc.subjectCritical Thinkingen_US
dc.subjectSQ4Ren_US
dc.subjectInteractive Read Alouden_US
dc.subjectMixed Methoden_US
dc.titleEffect of Metacognitive Reading Strategies on Critical Thinking: A Mixed Methods Researchen_US
dc.typeArticleen_US

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