The main goal of this Master thesis is to show correlation between attributing meaning to Reading learning Strategies and Use and correlation between Use of Reading learning Strategies with independent learning from textbooks among Year 6 Primary School Students. We are also dealing with attributing meaning to Reading learning Strategies and Use of Reading learning Startegies in correlation with gender, academic achievement, interest for reading and use of textbooks. By using Test for determining which Reading learning startegies Year 6 Primary School Students use with learning from textbooks and by using Eye tracking system on a smaller sample of Students, our goal is to illustrate Use of Reading learning Strategies with learning from textbooks more specifically. Our results show, that Year 6 Primary School Students attribute more meaning to Reading learning Strategies than actually using them, with female students both, attributing more meaning and using Reading learning Strategies more than male students, especially Strategies that are used during and after reading itself. Female students also have higher interest in reading, comparing to male students. We did not observe any significant differences between students with higher academic achievements and students with lower academic achievements in attributing meaning to Reading learning Strategies. On the other hand, we can conclude, that students with higher academic achievement have a tendency to Use Reading learning Strategies more often than students with lower academic achievements and that they show greater interest in reading itself. Students, who use textbooks for learning more often, attribute more meaning to Reading learning Strategies, Use Reading learning Strategies more often, and also show greater interest in reading.
Results, obtained from the experiment, represent some important pedagogical implications.
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