Efficacy of supplementary image schemes on reading motivation and comprehension

Yu Ming Chang, I. Chen Wang, Min-Yuan Ma

研究成果: Article

1 引文 (Scopus)

摘要

This study examines the efficacy of three teaching methods, namely, passive supported image pedagogy, active supported image pedagogy, and traditional instruction, in increasing the reading motivation and comprehension of students. 116 fourth-grade students participated in the study and were evenly assigned, according to their pre-test performance, to one of three groups: "Passive Supported Group" (PSG), "Active Supported Group" (ASG), and "Text-only Group" (TOG). The PSG was asked to read a text with images; the ASG was asked to read the text and reconstruct the main ideas through image selection; and the TOG was asked merely to read the text. After eight weeks of reading-training, the three groups were asked to complete post-tests. Following this, independent-samples t-test and paired-samples t-test were used to analyze the results. Based on the results, active supported image pedagogy was found to be the most effective method for improving the reading motivation and comprehension of students.

原文English
頁(從 - 到)1153-1162
頁數10
期刊Eurasia Journal of Mathematics, Science and Technology Education
12
發行號5
DOIs
出版狀態Published - 2016 五月 1

指紋

Efficacy
comprehension
Students
Pedagogy
Group
t-test
Teaching
Pre-test
student
teaching method
Text
instruction
performance

All Science Journal Classification (ASJC) codes

  • Education
  • Applied Mathematics

引用此文

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