In
te
r
n
ation
a
l Jou
rn
al
o
f E
v
al
u
a
t
i
on
a
n
d
R
e
se
arc
h
in
Ed
u
c
ation
(
IJERE
)
V
o
l.
8
, N
o. 1, Mar
c
h
201
9,
pp.
181~
1
8
8
ISSN
: 2252-
88
22,
D
O
I
:
10.11
59
1
/ijer
e
.
v8i
1.
168
56
181
Jou
rn
a
l
h
o
me
pa
ge
:
ht
tp:
//i
a
e
score
.
com
/
j
o
u
r
na
l
s
/
i
n
d
e
x
.
p
hp/IJ
ERE
Determi
n
ation of pre-service scie
nce teachers’ attitudes toward
s
reading science texts
Şen
d
i
l
C
a
n
, G
ülperi Özt
ürk
Ed
ucati
on
F
aculty
,
M
uğla S
ıtkı
Koçm
an
U
ni
versity,
T
urk
e
y
Art
i
cl
e In
fo
ABSTRACT
A
r
tic
le hist
o
r
y
:
R
e
c
e
i
v
e
d
Dec
7
, 2
0
18
Re
vise
d Jan
2
5
, 2019
A
c
c
e
pte
d
F
eb 8,
201
9
Th
e
pu
rp
os
e
of
t
h
e
c
urren
t
s
t
udy
i
s
t
o
de
t
e
rmi
n
e
t
h
e
ef
f
ects
o
f
t
h
e
v
ari
a
bles
suc
h
a
s
g
e
nd
e
r
,
g
r
a
d
e
le
ve
l,
g
r
a
d
e
p
o
i
n
t
a
ve
r
a
ge
a
nd
b
oo
k
rea
d
i
ng
f
req
u
ency
on
p
re-servi
ce
s
cien
c
e
t
each
ers’
a
ttitudes
towards
sci
e
nce
t
e
xt
s.
T
h
e
sam
p
li
ng
o
f
t
h
e
c
u
r
ren
t
s
tu
dy
is
c
om
p
r
ised
o
f
103
p
r
e-s
e
rvi
ce
s
ci
e
n
ce
teach
ers
en
rol
l
ed at
t
h
e Edu
cati
o
n
F
acult
y o
f
M
u
ğ
la
S
ıt
k
ı
K
o
ç
m
a
n
U
n
i
v
ersi
ty
in
t
he
s
pri
n
g
t
e
rm
o
f
20
17
-20
18
acad
em
ic
y
ear.
In
t
h
e
c
u
r
ren
t
s
t
u
dy,
in
o
rder
to
d
etermin
e
t
h
e
p
re-servi
ce
t
e
ach
ers’
a
t
t
i
t
u
d
es
t
oward
s
r
ead
in
g
science
texts,
“
T
h
e
S
cale
of
A
tt
it
ud
es
t
ow
ards
R
eadi
ng
S
c
ien
ce
Tex
t
s
”
w
as
u
sed
.
The
ef
f
ects
of
g
ender
an
d
g
r
ade
level
o
n
t
he
p
r
e
-serv
i
ce
s
c
ien
c
e
te
ach
ers
’
attit
udes
t
owards
r
eadi
n
g
sci
e
n
ce
texts
were
a
nal
y
zed
w
i
t
h
inde
pen
d
ent
s
a
m
p
l
e
s
t
-
t
e
s
t
a
n
d
t
h
e
e
f
f
e
c
t
s
o
f
a
c
a
d
e
m
i
c
a
c
h
i
e
v
e
m
e
n
t
a
n
d
b
o
o
k
r
ead
ing
f
r
equency
were
a
nal
y
zed
w
i
t
h
one-w
ay
v
ariance
analysis
(
ANOVA
).
A
s
a
resu
lt
o
f
th
e
st
udy,
i
t
w
a
s
co
ncl
u
d
e
d
t
h
at
t
h
e
g
en
d
e
r
and
g
r
ad
e
l
e
v
el
v
ari
a
bles
hav
e
s
ign
i
fi
cant
ef
f
ects
o
n
t
he
p
r
e
-serv
i
ce
tea
c
her
s
’
att
i
t
u
d
e
s
t
owards
r
eadi
n
g
sci
e
nce
t
e
x
t
s
in
t
h
e
s
ub
-dim
ension
s
of
m
akin
g
u
s
e
o
f
s
cien
ce
te
xts
when
po
ss
ible,
d
e
ni
al
a
nd
c
on
tri
buti
o
n
of
r
eadi
n
g
sc
i
e
nce
tex
t
s
to
l
e
a
r
ning
a
n
d
sk
il
ls
a
nd
t
h
a
t
the
gener
a
l
grad
e
po
in
t
av
erage
an
d
b
o
o
k
r
ead
in
g
f
r
eq
uency
hav
e
s
ign
i
fi
cant
ef
f
ects
o
n
t
he
p
r
e
-serv
i
ce
tea
c
her
s
’
att
i
t
u
d
e
s
t
owards
r
eadi
n
g
sci
e
nce
tex
t
s
in
t
h
e
s
ub
-dimen
si
on
o
f
m
a
king
u
se
o
f
s
c
ience
t
e
x
ts
wh
en
p
os
si
ble
.
K
eyw
ord
s
:
A
ttit
u
d
e
D
e
ter
m
inan
t
fa
c
t
or
s
Pre
-
serv
i
c
e
sc
ie
n
c
e t
e
ach
e
r
s
S
c
i
e
nce
te
xts
Co
pyri
gh
t © 2
019 In
stit
u
t
e
of Advanced
En
gi
neeri
n
g
an
d
Scien
ce.
All
rights
res
e
rv
ed.
Corres
pon
d
i
n
g
Au
th
or:
Ş
e
ndil
Ca
n,
Ed
uca
t
i
on F
a
c
u
l
t
y
,
Mu
ğla
S
ı
t
k
ı K
o
ç
m
a
n
U
ni
versit
y.
K
ö
te
kl
i Ma
ha
ll
esi,
4
8
000
Me
nte
ş
e/
M
u
ğ
l
a
,
T
urke
y
Em
ail:
csen
di
l
@
mu.
e
du.tr
1.
I
N
TR
OD
U
C
TI
O
N
Th
e
ab
ili
ty
t
o
rea
d
a
n
d
wri
t
e
i
n
sc
i
e
n
c
e
ed
u
cati
o
n
i
s
a
n
e
f
fe
ct
i
v
e
a
n
d
im
por
tan
t
p
re
requ
isite
f
or
educ
a
t
i
n
g
sc
i
e
nce
li
ter
a
te
i
n
d
i
v
id
ua
ls.
To
d
a
y,
s
tu
de
n
t
s
a
r
e
pr
o
v
i
de
d
w
i
t
h
d
i
f
fere
nt
w
ays
t
o
u
n
d
e
r
stan
d
scie
nc
e.
O
ne
o
f
t
h
e
m
i
s
sc
i
e
n
ce
tex
t
s
t
h
at
c
a
n
b
e use
d
w
ith bot
h
pr
ima
r
y,
h
i
g
h
sc
ho
o
l
a
n
d
u
n
i
ver
s
it
y
s
t
ude
n
t
s.
S
c
i
e
nce
te
xt
s
can
p
lay
a
n
i
m
p
orta
nt
r
o
l
e
for
stude
nts
to
g
a
i
n
t
he
r
ea
d
i
n
g
h
abi
t
a
nd
t
o
l
o
v
e
s
cienc
e
.
Th
u
s
,
they
are
w
i
de
ly
u
se
d
in
t
h
e
l
ear
n
i
ng
p
roc
e
ss.
S
tude
n
t
s'
i
n
t
ere
s
t
s
i
n
a
nd
a
tt
itu
d
e
s
towa
rds
sc
i
e
nc
e
ar
e
incre
a
s
ed
b
y
us
i
n
g
the
scie
nc
e
t
e
xt
s
and
th
us pe
r
m
a
nen
t
a
nd m
e
a
n
in
gfu
l
l
e
a
rn
in
g is e
ns
ured.
Rea
d
in
g is o
ne
of t
h
e mos
t
im
por
tan
t
w
a
y
s t
o
kee
p t
h
e c
u
rr
ent
i
nform
a
ti
o
n
c
ons
ta
nt
l
y
up
d
ate
d
a
n
d
t
o
impro
v
e
i
t
[
1].
Rea
d
in
g
is
a
p
r
o
cess
c
over
i
n
g
bo
th
d
yn
am
ic
a
nd
s
t
a
tic
t
e
x
ts
a
nd
inv
o
l
v
i
ng
the
e
fforts
a
re
a
d
er
to
m
a
k
e
sen
s
e
of
a
t
e
x
t
[2].
M
oreove
r,
r
e
a
di
n
g
i
s
u
n
d
er
sta
n
d
i
ng
a
k
no
w
n
w
rit
t
en
t
e
x
t
w
ith
e
m
o
t
i
on
s
an
d
th
oug
h
t
s
e
x
pressed
i
n
i
t
rat
h
e
r
t
ha
n
v
o
ice
d
o
r
vo
ice
l
ess
e
x
p
r
e
s
sio
n
o
f
i
t
s
writ
i
n
g
c
h
ar
act
e
r
s
[1].
Mean
i
n
g
is
a
to
ol
e
m
e
rgi
n
g
in
t
he
p
roc
e
s
s
o
f
rea
d
in
g
[3].
H
ow
e
v
er,
r
eadi
n
g
c
ompr
ehe
n
s
i
o
n
doe
s
no
t
me
an
o
n
l
y
ma
kin
g
sense
of
t
he
w
ords
i
n
the
te
x
t
a
n
d
f
i
n
d
i
ng
the
i
r
me
an
in
gs
i
n
t
h
e
dictionary.
Comprehens
io
n
ref
e
rs
t
o
corr
ect
un
dersta
n
d
i
n
g
of
t
he
t
ex
t
by
the
rea
d
er
[
1].
G
o
o
d
r
e
a
der
s
h
ave
bee
n
f
o
u
nd
t
o
k
n
o
w
w
h
ic
h
stra
te
g
i
es
t
o
us
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
Int.
J
. E
v
a
l
. & Re
s
. Educ
.
V
o
l.
8, N
o. 1, Marc
h
20
1
9
:
181
-
18
8
18
2
wh
il
e
re
ad
i
n
g
a
t
e
x
t
w
h
e
r
ea
s
po
or
r
e
a
de
rs
e
xper
i
enc
e
p
ro
b
l
em
s
i
n
u
n
d
e
r
s
t
an
d
i
ng
a
te
x
t
and
the
y
a
re
n
ot
g
o
od
at fin
di
n
g
sol
u
t
i
o
ns t
o
the
s
e pr
oble
m
s [4].
S
t
ude
n
t
s
are
re
qu
i
r
ed
t
o
u
n
d
e
r
st
a
n
d
w
h
a
t
t
h
e
y
ha
ve
r
e
a
d
i
n
o
r
d
e
r
to
b
e
a
cade
m
ica
lly
s
uc
cess
f
u
l
i
n
di
ffe
re
nt
c
our
se
s
t
h
e
y
t
ake
thro
u
g
h
o
u
t
t
h
eir
e
duc
a
t
i
o
n
life.
T
h
erefo
r
e
,
i
f
st
ud
en
ts
h
av
e
p
r
ob
l
e
ms
un
dersta
n
d
i
n
g w
h
a
t
t
hey r
ead,
they
m
a
y
fa
c
e
serio
u
s pr
o
b
le
ms in
t
h
e
edu
c
a
t
i
on
p
ro
ce
ss [5
].
S
t
ude
n
t
s'
i
na
bi
li
ty
t
o
use
sc
ie
nt
i
f
ic
l
an
g
u
a
g
e
is
d
ue
t
o
t
h
e
i
r
lack
o
f
re
ad
in
g
an
d
w
r
itin
g
sk
ills.
Th
is
ac
cord
in
g
l
y
de
cre
a
ses
ac
hi
e
v
em
ent
i
n
s
c
i
e
n
c
e
c
ourse
s.
I
n
th
i
s
r
e
g
ar
d,
r
eadi
n
g
o
f
s
c
i
e
n
ce
t
e
x
ts
w
il
l
e
n
ab
le
stude
n
t
s
t
o
h
a
v
e
i
n
forma
tio
n
abo
u
t
t
hem
s
el
v
e
s
and
to
c
on
tr
ib
u
t
e
t
o
the
de
vel
o
pm
ent
of
t
heir
m
on
itor
i
n
g
a
n
d
perso
n
a
l
s
k
i
l
l
s
a
nd
to
b
e
s
u
c
c
e
ssful
i
n
sc
ie
nc
e
[6]
.
I
n
t
h
e
con
te
nt
o
f
t
h
e
tex
t
s
use
d
i
n
scie
nc
e
ed
uc
a
t
ion,
t
he
atte
n
t
ion
pr
o
b
l
e
m
betw
e
e
n
th
e
tex
t
s
upers
truct
u
re
a
n
d
t
he
g
ri
p
i
s
c
onsi
d
e
r
ed
t
o
b
e
a
n
i
m
por
t
a
nt
p
r
obl
e
m
[
7]
.
R
ead
ing
t
h
e
c
o
mp
e
t
en
ce
s
o
f
s
c
i
en
ce
-b
ased
k
no
wl
e
d
g
e
i
n
t
h
e
fi
el
d
,
be
i
n
g
a
w
are
o
f
t
he
c
om
p
e
tenc
e
kn
ow
le
d
g
e,
is als
o
a
n in
d
i
cat
or
o
f suc
cess
f
u
l
pr
o
bl
e
m
-
s
o
l
v
i
ng [
8]
.
Effec
tive
scie
nc
e
te
xt
r
ea
di
n
g
inv
o
l
ves
n
o
t
o
nl
y
t
h
e
q
u
es
t
a
nd
ana
l
ysi
s
o
f
in
form
atio
n
o
b
t
ai
ne
d
fr
o
m
ma
ny
di
ffe
re
nt
m
ater
ial
s
a
nd
m
ultim
ed
ia
(
sc
hem
e
s,
a
nim
a
t
i
ons,
v
i
d
eo
s
and
mat
h
emat
i
cal
s
y
m
bo
l
s
)
bu
t
al
so
in
vol
ves
de
ter
m
ini
n
g
t
h
e
o
b
jec
t
iv
e
o
f
r
ea
din
g
,
us
in
g
rea
d
i
ng
s
t
ra
t
e
g
i
es
a
nd
t
h
e
w
a
y
s
of
r
e
a
c
hi
ng
com
p
rehe
nsio
n
[9].
T
h
u
s
it
c
a
n
be
a
rg
ued
tha
t
e
n
h
anc
i
ng
the
e
f
f
i
c
i
e
nc
y
of
s
c
i
en
ce
t
e
x
t
s
i
n
sc
ie
nce
te
ac
hin
g
w
ill
ma
ke im
porta
nt c
o
n
t
r
i
bu
ti
o
n
s
t
o
impr
ovin
g
s
t
u
den
t
s’
r
ea
din
g
hab
i
t
s
.
S
c
ienc
e
te
xts
a
r
e
in
form
at
ive
tex
t
s.
B
e
i
n
g
i
n
f
orma
tive
te
x
t
s,
s
cienc
e
tex
t
s
enab
le
r
eade
r
s
of
s
cie
n
c
e
tex
t
s
to
i
mprov
e
t
he
i
r
know
le
dge
a
nd
to
d
e
v
elo
p
t
he
ir
r
esea
rch-
in
qu
iry
a
nd
disc
ussi
o
n
s
kil
l
s.
M
ore
ove
r,
t
h
e
y
sho
u
l
d
r
ef
l
e
ct
e
ven
t
s
an
d
p
h
e
nom
ena
from
t
he
r
e
a
l
w
o
rl
d.
C
lea
r
a
n
d
co
m
p
re
hens
i
b
le
s
cienc
e
te
x
t
s
m
a
ke
i
t
eas
i
er for r
eaders to underst
a
nd.
S
c
ienc
e
te
x
t
s
h
a
ve
c
o
n
cr
ete
c
onte
n
ts
c
o
n
sist
ed
o
f
sc
ie
n
tif
i
c
i
n
form
at
i
o
n.
R
ea
di
n
g
o
f
sc
ie
nti
f
ic
t
e
x
ts
doe
s
no
t
o
n
l
y
i
nv
o
l
ve
t
he
t
rans
lat
i
o
n
of
p
ri
n
t
ed
s
ym
b
o
ls;
i
t
a
l
s
o
r
equires
int
e
ract
i
o
ns
w
ith
t
he
p
ri
or
kn
ow
le
d
g
e
of
t
he
r
eade
r
a
nd
im
prove
s
re
adi
ng
c
o
mpr
e
hen
s
io
n
sk
i
l
l
in
s
c
i
ence
texts
[2].
T
rans
fer
of
s
cientif
ic
kn
ow
le
d
g
e
occ
u
rs
t
hrou
g
h
t
he
r
ea
d
i
n
g
o
f
sc
i
e
nce
t
e
x
t
s.
S
cienc
e
t
e
xt
s
uti
l
i
z
e
d
fo
r
t
h
e
pu
rp
o
s
e
of
l
e
a
rning
al
so
e
n
co
mp
asses
st
ra
t
e
g
i
e
s
s
u
c
h
a
s
g
a
i
n
i
ng
i
nfo
r
mat
i
o
n
a
bout
t
h
e
s
u
bj
e
c
t
,
e
l
a
bo
ra
tio
n
of
s
u
b
j
e
ct
s
abo
u
t
wh
i
c
h
lit
tl
e is kn
o
w
n
,
c
o
ns
truc
ti
on o
f
n
ew
inform
a
t
i
o
n
o
n the
ba
si
s o
f
pri
o
r know
led
g
e
[10]
.
The
p
h
e
nome
n
o
n
a
c
q
u
i
red
as
a
r
e
s
ult
of
l
e
a
rni
ng,
a
ffec
ti
ng
ind
i
v
i
du
als
’
b
ehav
i
o
rs
a
n
d
l
e
a
d
in
g
t
o
bei
n
g
b
i
ase
d
i
n
de
c
i
si
on
m
a
ki
n
g
i
s
ca
lle
d
the
at
t
itu
de.
M
o
reo
v
e
r,
t
he
a
t
tit
ude
i
s
pe
opl
e
’
r
e
s
ponse
g
i
ve
n
t
o
a
ce
rtai
n ob
jec
t
a
nd i
n
c
l
u
d
i
n
g
s
om
e bias
i
n
it
[
11].
“
T
h
e at
t
i
t
ude
s
to
war
d
s sc
i
e
n
c
e
in
g
e
nera
l, a
spe
c
i
fic scie
nc
e to
pic
or a
c
t
i
v
ity,
sc
i
e
nti
f
i
c rese
arc
h
a
p
p
r
o
a
ch
e
s
,
peo
p
l
e
wo
rki
ng in
th
e fi
e
l
d of
s
c
i
e
n
c
e,
re
ad
ing
boo
ks on
sc
i
e
n
c
e to
pi
c
s
, t
echn
o
l
o
gi
ca
l
ap
p
l
ic
ati
o
ns b
a
se
d o
n
t
h
e
p
r
od
uc
ts an
d
fin
di
n
g
s of
scie
n
c
e a
n
d
t
h
e
re
lat
i
o
n
s
o
f
sc
ie
n
c
e wit
h
t
h
e so
c
i
e
t
y
i
n
par
tic
ul
ar are
cal
l
e
d
sc
i
e
nce
teac
h
i
n
g
-rel
a
t
e
d
att
itu
de
s
.”
[
7], [12
]
.
A
s
a
ttit
u
d
es
a
f
f
ec
t
be
hav
i
ors,
t
he
y
are
imp
o
r
tan
t
.
A
ttit
u
d
e
is
ef
fec
t
i
v
e
in
c
op
ing
w
i
t
h
e
m
o
ti
ons
t
ha
t
arise
a
t
t
he
t
i
m
e
of
l
e
a
rn
in
g
a
nd
dir
ect
i
n
g
hum
an
b
e
h
a
v
i
o
r
.
S
e
e
n
from
t
his
pers
pe
ct
ive
,
s
cienc
e
e
d
u
ca
t
i
on
sho
u
l
d
b
e a
i
me
d at
i
m
p
ro
vi
n
g
st
ude
n
t
s’
kn
o
w
l
ed
ge,
in
tere
st
s
,
ab
ili
tie
s
an
d
atti
tu
des [
13].
I
n
t
he
i
r
s
t
u
dy,
B
e
k
taş
Esen
a
nd
Y
i
ğ
i
t
[
6
]
ex
am
ined
t
he
s
t
ude
n
t
s
'
re
ad
i
ng
a
nd
w
r
i
tin
g
s
t
rateg
i
es
u
se
d
in
s
cie
n
c
e
a
nd
t
e
c
h
n
o
l
o
gy
c
o
ur
se
s,
a
nd
e
x
a
m
ined
w
het
h
er
t
he
se
s
t
r
a
t
eg
i
e
s
vary
s
ign
i
fi
ca
ntl
y
d
e
p
e
n
di
ng
o
n
gen
d
er
,
a
c
a
d
e
m
i
c
a
c
h
i
e
vem
e
nt
a
nd
c
l
ass
le
vel
va
ria
b
les.
The
stu
dy
w
a
s
con
duc
te
d
w
ith
t
he
p
ar
tic
ipa
t
i
o
n
o
f
elem
en
tar
y
s
c
h
oo
l
5
th
,
6
th
,
7
th
a
n
d
8
th
g
ra
de
s
t
ude
n
t
s
a
t
te
nd
in
g
e
l
em
en
tary
s
c
h
oo
l
s
i
n
t
h
e
c
ity
o
f
G
i
r
es
un
.
It
w
a
s
fou
n
d
t
ha
t
the
st
u
d
en
ts
u
sed
the
strate
g
i
es
o
f
self-
q
u
e
stio
n
i
n
g
,
vis
u
a
liz
i
ng
w
h
a
t
t
he
y
ha
ve
r
ea
d
in
t
he
ir
mind
s,
u
n
d
er
li
ni
n
g
i
m
p
orta
n
t
p
lac
e
s
a
n
d
or
gan
i
z
i
n
g
t
he
ir
w
riti
n
g
th
an
o
t
h
er
s
t
r
a
t
egi
e
s
i
n
o
rd
er
t
o
b
e
m
o
r
e
succe
ssfu
l
i
n
r
eadi
n
g.
I
t
w
a
s
conc
l
ude
d
tha
t
t
he
y
mig
h
t
ha
ve
u
s
e
d
s
om
e
st
r
a
te
gies l
e
ss
a
s
t
he
y
vie
w
ed w
ritin
g
as
r
e
q
u
i
r
i
ng
g
r
eat
a
mou
n
t
o
f
e
ffort
a
n
d
t
i
m
e
a
nd
t
h
e
y
m
igh
t
h
a
v
e
be
en
b
e
t
ter
a
t
s
o
m
e
stra
teg
i
es
a
s
t
h
ey
th
oug
h
t
tha
t
th
e
y
hel
pe
d
th
em
to c
r
ea
t
e
e
ffe
c
tive
l
i
n
k
s
w
i
t
h
t
h
e t
e
xt
.
N
i
gro
an
d
Tr
ive
l
a
t
o
[7]
aime
d
t
o
e
va
lu
a
t
e
the
know
l
e
d
g
e
a
n
d
at
t
i
t
u
d
es
r
elate
d
t
o
the
re
adi
n
g
fr
om
di
ffe
re
nt
s
c
i
en
c
e
d
isc
i
p
l
i
n
e
s
.
The
s
t
udy
w
a
s
c
o
nd
u
c
ted
on
r
and
o
mly
se
le
cted
2
2
0
s
t
ude
nt
s
a
g
e
d
a
t
1
4
-
15.
I
t
was
c
o
ncl
u
ded
t
h
at
t
he
f
em
al
e
s
h
a
v
e
h
i
g
h
e
r
s
cor
e
s
t
h
an
t
h
e
m
a
l
e
s
an
d
t
h
e
st
ud
ent
s
h
a
v
i
n
g
re
ad
t
h
e
s
cien
c
e
tex
t
s
ha
ve
h
i
g
her
sc
ores
t
han
t
h
e
s
t
u
d
e
n
t
s
h
avi
n
g
rea
d
t
he
t
ex
t
boo
k.
T
he
a
t
t
i
t
u
d
e
t
o
w
a
rd
s
t
h
e
tex
t
t
o
be
r
e
a
d
w
a
s
fou
n
d
t
o
b
e
a
n
i
mpor
ta
nt
f
ac
t
o
r
i
n
e
x
p
la
i
n
i
n
g
t
h
e
b
e
ha
vi
ors
o
f
t
h
e
c
h
i
l
d
re
n
h
a
vi
ng
r
ead
t
h
e
p
o
pul
a
r
scie
nt
ific
t
e
x
t.
I
n
a
d
dit
i
on
t
o
t
h
i
s,
t
he
t
es
t
s
a
dm
ini
s
tere
d
re
ve
ale
d
t
ha
t
the
g
o
o
d
rea
d
ers
from
a
m
o
n
g
t
he
c
h
ild
re
n
h
a
vi
ng
r
e
a
d
t
h
e
p
opu
l
a
r
sc
i
e
nt
i
f
i
c
t
e
x
t
we
re
f
ou
nd
t
o
ha
ve
g
ot
l
ow
er
s
core
s
t
h
a
n
t
he
ir
c
ou
n
t
e
r
parts
hav
i
ng re
ad
t
h
e
text
b
oo
k.
İ
ş
e
r
i
[1
4]
c
o
n
d
u
c
t
e
d
a
s
t
udy
t
o
in
ves
t
i
g
a
t
e
e
l
em
ent
a
ry
s
c
hool
s
t
u
den
t
s’
r
ea
din
g
a
t
t
i
t
ude
s
in
t
er
ms
o
f
some
v
a
r
ia
b
l
e
s
b
y
usi
n
g
t
h
e
“
T
he
R
ea
d
i
ng
A
tti
t
ude
S
ca
le
f
or
t
he
E
lem
e
nt
ary
E
d
u
c
a
tio
n
S
e
co
nd
L
eve
l
S
t
ude
n
t
s”
d
e
v
elo
p
e
d
b
y
Ö
z
bay
a
n
d
U
y
a
r
(
200
9)
.
The
stu
d
y
g
ro
u
p
w
a
s
c
om
prise
d
o
f
5
08
6
th
,
7
th
a
nd
8
th
Evaluation Warning : The document was created with Spire.PDF for Python.
Int J
Eval & R
es E
d
u
c
.
IS
S
N
:
2252-
88
22
D
e
term
i
n
a
t
i
o
n of
p
r
e-serv
i
c
e sc
ie
nce
teac
he
rs’
att
itu
des to
w
a
rds
re
ad
i
ng scie
nc
e t
e
xt
s
(
Ş
e
n
d
il C
an)
18
3
grade
r
s a
tte
n
d
i
ng e
l
em
en
tary sch
oo
ls l
oca
t
e
d
in t
h
e ci
t
y
o
f N
i
ğ
de
. The st
u
dy e
m
p
l
o
y
e
d
t
he surve
y m
o
d
e
l. The
fi
n
d
in
gs
r
e
l
a
t
e
d
t
o
the
su
b-pr
o
b
le
ms
w
ere
a
n
al
yze
d
w
i
t
h
i
nde
pe
n
d
e
nt
s
amp
l
e
t
t
e
st
a
nd
o
n
e
w
ay
A
NOVA.
A
s
a
re
sul
t
o
f
t
h
e
st
ud
y,
i
t
w
a
s
c
onc
l
ude
d
tha
t
t
he
e
le
me
nta
r
y
sc
h
oo
l
sec
o
nd
leve
l
st
u
d
en
ts
h
a
v
e
pos
i
tive
r
e
a
d
in
g
a
t
ti
t
u
d
e
s.
I
t
wa
s
a
l
so
f
o
u
n
d
th
at
t
he
e
l
e
me
nt
a
r
y
sc
hool
s
ec
o
n
d
le
ve
l
st
u
d
en
ts’
r
eadi
n
g
a
tti
tu
de
m
e
a
n
sc
ores
vary
s
ign
i
fica
n
t
l
y
d
e
p
en
d
i
ng
on t
h
e
ge
nde
r,
t
he
sc
h
o
o
l
a
tt
e
nde
d
a
nd
t
h
e
g
ra
d
e
l
e
v
el
.
I
n
t
he
ir
s
t
u
d
y
,
A
t
e
ş
a
nd
B
aş
ar
an
[
15]
a
im
ed
t
o
de
te
rmine
e
l
e
m
e
n
t
a
ry
s
ch
ool
f
i
f
t
h
g
rad
e
s
tu
de
nt
s’
att
itu
des
t
o
w
a
rds
r
e
a
d
i
n
g
a
n
d
t
h
e
e
x
te
n
t
t
o
w
h
ic
h
the
s
e
a
t
t
i
t
u
d
es
a
re
a
f
f
ect
e
d
f
ro
m
so
me
v
ari
a
bl
es.
Th
e
u
n
i
v
erse
o
f
th
e
stud
y
i
s
c
o
m
pri
s
e
d
o
f
fi
ft
h
grad
e
stud
ent
s
a
t
t
e
ndi
n
g
t
he
e
l
e
m
e
ntar
y
sc
h
o
o
ls
i
n
the
d
i
s
t
ri
cts
of
the
S
o
r
g
un
a
n
d
S
a
rayke
n
t
p
r
o
v
i
nc
es
i
n
the
cit
y
o
f
Y
o
zga
t
a
nd
i
n
t
he
Ç
a
nka
ya
d
is
tric
t
of
t
he
c
i
t
y
of
A
nkara
.
F
r
om
a
m
ong
t
h
e
s
t
ude
n
t
s
m
a
kin
g
u
p
the
u
n
i
v
erse,
6
0
1
s
tude
nts
w
e
re
r
e
a
c
h
ed
f
or
t
he
c
urre
n
t
s
tu
dy.
I
n
t
h
e
curr
ent
s
t
ud
y
e
m
plo
y
i
n
g
t
he
f
iel
d
s
t
u
d
y
m
et
ho
d t
h
e
da
t
a
w
e
r
e
co
l
l
ec
te
d
t
h
rou
gh
a
q
u
e
s
ti
on
na
ire
de
ve
l
ope
d
b
y
t
h
e
re
sea
r
ch
e
r
.
As
a
r
e
s
u
l
t
of
t
h
e
s
tu
dy
,
it
w
as
f
ou
nd
t
h
a
t
ma
j
o
r
i
t
y
o
f
th
e
st
ud
en
ts
h
a
v
e
p
o
s
it
iv
e
atti
tud
e
s
towards
reading.
S
a
llaba
ş
[1
6
]
c
on
d
u
cte
d
a
s
tud
y
t
o
de
ter
m
ine
w
h
e
t
her
th
ere
is
a
r
e
l
a
tio
nsh
i
p
be
tw
ee
n
the
ei
g
h
t
h
grade
s
t
ude
n
t
s
’
r
ea
d
i
n
g
c
om
prehe
n
si
o
n
s
k
i
lls
a
nd
t
he
ir
d
e
v
el
o
p
i
n
g
p
o
s
iti
ve
a
t
tit
u
d
es
t
ow
a
r
ds
r
ea
di
n
g
.
Tw
o
in
form
ative
an
d
tw
o
nar
r
at
i
v
e
t
e
x
t
s
w
i
t
h
1
43
mu
lt
i
p
l
e
-c
h
o
ice
qu
e
s
t
i
ons
w
e
r
e
give
n
t
o
t
he
e
i
g
h
t
h
gra
d
e
stude
n
t
s.
T
hes
e
q
u
e
st
ion
s
w
ere
used
t
o
de
t
e
rm
i
n
e
the
e
x
t
e
n
t
t
o
w
h
ich
the
st
u
d
en
ts
u
nder
s
ta
n
d
t
h
e
t
ex
ts
.
More
ove
r,
20-
i
t
em
“
The
Sc
ale
of
A
t
tit
u
d
e
t
o
wards
R
e
a
d
in
g”
d
e
v
e
l
o
p
e
d
b
y
t
h
e
r
e
s
e
a
r
c
h
e
r
w
a
s
u
s
e
d
t
o
c
o
l
l
e
c
t
data.
T
h
e
c
o
l
l
e
c
te
d
d
a
ta
w
er
e
ana
l
yz
e
d
b
y
u
s
ing
t
h
e
s
u
it
a
b
l
e
a
n
al
yses
i
n
S
P
S
S
-
11.5
pro
g
r
a
m
p
a
cka
g
e.
T
-
t
e
s
t
w
a
s
used
t
o
de
ter
m
ine
t
h
e
r
e
l
a
ti
ons
hi
p
be
tw
ee
n
t
w
o
va
riab
les.
I
n
order
to
d
ete
r
m
i
ne
t
he
c
orre
lat
i
on
be
tw
e
e
n
the
sc
a
l
es,
cor
r
e
lat
i
o
n
a
na
l
y
s
i
s
w
a
s
use
d
.
Ac
cord
in
g
t
o
t
h
e
r
e
s
ults
o
f
t
h
e
stu
d
y
,
there
is
a
w
e
a
k
c
o
rre
l
a
t
i
on
betw
ee
n
t
h
e
st
ude
n
t
s’
a
tti
t
ude
s
tow
a
rds
re
a
d
i
n
g
a
n
d
re
adi
ng
c
o
m
pr
ehe
n
s
i
o
n
s
ki
lls.
Mor
e
ove
r,
a
m
ediu
m
leve
l
corr
elat
i
on w
a
s
fou
n
d
be
t
w
e
e
n
t
he
s
tu
de
nts’ re
a
di
ng c
o
mpr
e
hen
s
i
o
n
skil
l
s
a
nd ac
adem
ic
achie
ve
me
n
t
A
k
g
ün,
A
y
d
ın
a
nd
Ö
n
er
S
ünk
ür
[
13]
a
ime
d
t
o
i
n
ve
st
ig
ate
t
h
e
a
t
t
i
tu
de
s
o
f
t
h
e
s
t
ude
n
t
s
f
r
o
m
t
he
elem
en
tar
y
e
d
u
cat
i
on
de
part
m
e
nt
on
the
ba
sis
of
g
e
n
d
e
r,
b
ra
nc
h,
a
chie
v
e
m
e
nt,
fat
h
er
a
nd
m
o
the
r’s
e
duca
t
io
n
leve
l
a
nd
fa
mi
ly
i
nc
ome
t
o
w
a
rds
sc
ie
nce
c
ourses.
T
he
s
t
u
d
y
w
as
co
nd
ucte
d
w
i
t
h
t
he
p
artic
i
p
a
t
i
on
of
3
4
1
stude
n
t
s
a
t
te
ndi
n
g
t
he
s
c
i
e
n
ce,
m
ath
a
n
d
c
l
a
s
sr
o
o
m
t
e
a
c
hi
n
g
p
ro
gr
a
m
s
of
t
he
e
lem
e
nt
ar
y
ed
u
c
a
tio
n
depa
r
t
me
n
t
o
f
Zi
ya
G
öka
l
p
E
duca
t
io
n
F
a
c
u
lty
i
n
D
i
c
l
e
U
n
i
v
e
r
sity
i
n
2
006-2
0
0
7
a
cad
e
m
ic
y
e
a
r.
I
t
wa
s
f
o
und
t
h
at
t
h
e
p
re-se
r
v
i
c
e
s
c
i
e
n
c
e
,
m
at
h
an
d
c
l
assro
o
m
t
ea
ch
ers’
a
tt
i
t
ude
s
tow
a
rds
scie
nce
c
o
urses
de
pe
nd
i
n
g
on
gen
d
er
,
branc
h
,
a
c
hieve
m
e
n
t,
fa
t
her’s
e
duca
tio
n
l
e
vel a
nd
fam
i
l
y
in
co
me
v
ari
e
d
s
i
gni
fi
can
tly
.
Ü
n
a
l
[
17]
i
nv
estiga
t
e
d
t
he
r
elat
i
o
n
s
hi
p
be
t
w
een
t
he
c
ri
tic
al
r
e
adi
n
g
sk
il
l
s
,
re
adi
ng
a
t
ti
tude
s
and
rea
d
i
ng
com
p
r
e
hen
s
io
n
leve
l
s
o
f
the
5
th
g
rade
s
tu
de
n
t
s
a
tte
nd
in
g
e
l
em
entar
y
s
c
h
o
o
l
s
l
o
ca
te
d
i
n
t
he
c
it
y
o
f
Esk
i
şe
hi
r
.
T
he
d
a
t
a
o
f
t
he
s
tu
d
y
w
ere
coll
ec
t
e
d
from
10
12
s
t
ude
n
t
s
en
r
o
lled
a
t
14
d
i
ffe
r
en
t
e
l
em
entar
y
sc
ho
ol
s
an
d
for
t
h
e
c
o
l
l
e
cti
on
o
f
t
h
e
d
at
a,
t
he
c
ri
t
i
cal
r
e
a
d
i
n
g
sca
l
e,
t
he
s
c
a
le
o
f
at
tit
udes
to
w
a
rds
rea
d
ing
a
n
d
the
r
ead
in
g
c
o
m
p
re
hens
io
n
t
e
st
w
er
e
use
d
.
In
t
he
a
na
l
y
si
s
o
f
t
h
e
c
o
l
l
e
c
t
ed
d
a
t
a,
a
ri
th
me
t
i
c
m
ea
n
s
,
st
and
a
rd
dev
i
a
t
i
o
ns
a
n
d
cor
r
elat
i
o
n
a
n
aly
s
is
m
e
t
ho
ds
w
e
r
e
use
d
.
A
s
a
r
e
s
ult
o
f
t
he
s
tu
dy,
it
w
a
s
fo
u
n
d
t
h
a
t
t
her
e
i
s
a
sign
ific
a
n
t
a
n
d
hi
g
h
c
orre
la
tion
be
tw
ee
n
t
h
e
stu
d
e
n
t
s
’
att
itu
de
s
tow
a
rds
rea
d
ing
a
n
d
cr
i
t
ica
l
t
h
i
n
k
in
g
sk
i
l
l.
More
ove
r,
a
s
i
g
n
i
fica
nt
a
nd
m
e
dium
c
orr
e
l
a
ti
on
w
a
s
fo
u
n
d
be
tw
ee
n
t
h
e
st
ud
en
t
s
’
re
ad
ing
co
mp
re
h
e
n
s
i
o
n
leve
l a
n
d c
r
itic
a
l
th
i
nk
i
ng s
k
i
l
l
l
eve
l
.
U
.
S
e
r
in,
O
.
S
erin
a
n
d
K
es
er
cio
ğ
lu
[
12]
a
tt
e
m
p
t
e
d
t
o
determ
i
n
e
pre-
service
te
ac
he
rs’
attit
ude
s
tow
a
rds
sc
ie
nc
e
.
T
he
s
am
pl
ing
o
f
t
he
s
tu
dy
i
s
c
om
prise
d
o
f
a
t
o
tal
of
4
09
st
ude
n
t
s
at
te
nd
ing
the
dep
a
rt
me
nt
s
o
f
s
ci
en
ce
t
e
a
c
h
i
ng
o
f
Bu
c
a
E
du
ca
tio
n
Fa
cu
lty
i
n
Do
ku
z
Eyl
ü
l
Un
i
v
ersi
t
y
a
n
d
o
f
Dem
i
r
c
i
E
d
ucat
i
o
n
Fac
u
lty
in
C
e
l
a
l
B
a
y
a
r
U
niver
s
it
y.
A
s
a
result,
t
he
p
a
r
t
i
ci
pa
tin
g
p
r
e-s
e
r
vice
te
ac
he
rs’
att
itu
de
s
t
o
wa
rds
sc
ie
nc
e
wer
e
f
oun
d
t
o
b
e
at
t
h
e
med
i
u
m
l
e
v
e
l
.
T
h
e
p
re
-se
r
v
i
ce
t
ea
ch
ers’
a
t
t
i
tu
des
t
o
w
a
r
d
s sc
i
e
nce w
e
r
e
fo
u
n
d
t
o be
v
ar
ying
sign
ifica
n
tl
y d
e
pen
d
i
n
g
o
n t
h
e
i
r
state
of sa
t
i
s
fact
i
on
w
i
t
h
t
he
d
e
p
a
r
tme
n
t
atte
n
d
e
d
a
nd instruc
t
i
o
n give
n there
.
More
ove
r,
t
he
p
re-
s
e
r
vice
t
ea
cher
s’
a
tti
tu
des
tow
a
rds
sc
i
e
nce
w
e
r
e
fou
n
d
t
o
be
v
ar
ying
s
i
gn
ific
a
n
t
l
y
depe
n
d
i
n
g
on
t
he
u
n
i
ver
s
it
y
atte
n
d
e
d
,
gen
d
e
r,
t
ype
o
f
the
h
i
g
h
scho
ol
g
radu
a
t
ed
,
hi
gh
s
ch
ool
g
rad
po
in
t
ave
r
age
,
m
oth
e
r
and
fa
ther
’s
e
duca
t
i
o
n
leve
l
b
u
t
n
o
t
v
aryi
n
g
s
i
gn
i
f
i
c
a
n
t
l
y
d
e
p
e
n
d
i
ng
on
th
e
ot
her
dem
ogra
p
h
i
c
fea
t
ures.
F
o
r
bot
h
pr
e-se
rvice
sc
ien
c
e
tea
c
her
s
a
nd
a
ll
s
t
u
d
e
n
ts,
rea
d
ing
s
c
i
e
n
tific
i
nform
a
ti
on
is
i
m
p
o
r
ta
nt
i
n
the
i
r e
d
uca
t
i
o
n
a
l a
n
d profes
siona
l
live
s
a
nd
rea
d
ing a
n
d c
o
mpr
e
hen
d
i
n
g s
c
ie
nce
te
xt
s is
o
f
vita
l i
m
port
a
nc
e i
n
the
fie
l
d
of
s
c
i
e
n
ce.
T
hi
s
nat
u
ra
l
l
y
inc
r
ea
ses
t
h
e
im
por
tance
o
f
po
si
ti
v
e
a
tt
it
ud
e
s
t
o
w
ard
s
s
ci
en
c
e
t
ex
t
s
.
In
t
h
e
lite
rat
u
re,
it
i
s
seen
t
ha
t
the
am
ou
nt
o
f
re
sear
ch
o
n
sc
i
e
nce
t
e
x
t
s
i
s
i
n
ade
q
ua
te.
Th
u
s
,
it
is
b
e
lie
ve
d
tha
t
in
ves
tiga
t
io
n
of
t
he
a
tti
tu
des
tow
a
rds
sc
ience
te
xts
o
n
t
he
b
a
s
is
o
f
d
i
f
f
er
en
t
va
r
i
ab
les
w
ill
m
ake
con
t
ri
b
u
tio
ns
to
t
h
e
liter
a
tur
e
.
I
n
t
his
c
o
n
n
e
c
t
i
on,
t
he
p
urp
o
se
o
f
the
cur
r
e
n
t
s
t
u
d
y
i
s
t
o
d
e
t
e
r
m
i
n
e
t
h
e
e
f
f
e
c
t
s
o
f
t
h
e
varia
b
l
e
s
s
u
c
h
a
s
gen
d
er
,
grade
le
v
e
l,
g
rade
p
o
i
nt
a
vera
g
e
a
nd
b
ook
r
e
a
di
n
g
f
r
e
q
ue
n
c
y
on
p
re
-s
erv
i
c
e
s
c
i
en
ce
teac
hers’
att
itu
de
s
t
o
w
a
rds sc
ie
nce
tex
t
s.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
Int.
J
. E
v
a
l
. & Re
s
. Educ
.
V
o
l.
8, N
o. 1, Marc
h
20
1
9
:
181
-
18
8
18
4
2.
RESEARCH
M
ETH
O
D
The
curre
n
t
s
t
u
d
y
i
s
a
qua
nti
t
a
t
ive
s
t
u
d
y
e
m
p
lo
y
i
n
g
t
he
s
urvey
m
o
de
l
use
d
t
o
co
l
l
e
c
t
d
a
t
a
t
o
deter
m
i
n
e t
h
e
s
o
m
e
spec
i
fic
fe
atures of a
gr
o
u
p
[18].
The
sa
m
p
l
in
g
o
f
t
h
e
s
t
udy
i
s
co
mp
rise
d
o
f
a
t
o
t
al
of
103
(4
2
are
f
i
rst
-
ye
ar
s
t
u
d
e
nt
s
an
d
61
a
re
f
ou
rt
h
-
y
e
a
r
s
t
uden
t
s)
p
r
e-
servi
c
e
scie
nc
e
te
a
c
he
rs
a
t
t
e
n
di
n
g
t
he
Ed
uca
t
i
on
F
a
c
u
l
t
y
i
n
M
u
ğ
la
S
ıt
k
ı
K
oçm
a
n
U
n
i
v
er
si
ty
i
n
t
h
e
s
p
rin
g
term
o
f
2
0
1
7
-2
01
8
a
c
a
d
em
i
c
y
ear
.
In
t
he
curr
ent
s
t
ud
y,
“
The
Sc
ale
of
A
t
t
it
u
d
es
t
ow
ards
S
cienc
e
T
ex
ts”
d
e
v
e
l
o
p
ed
b
y
Y
ü
r
ük,
G
ülfe
m
K
u
m
l
u
a
n
d
G
ö
k
h
an
K
um
l
u
[
1
9
]
w
a
s
u
s
e
d
t
o
de
te
rm
in
e
the
a
t
t
itu
de
s
of
t
he
p
r
e
-
servi
c
e
teac
hers
t
o
w
ar
ds
r
eadi
ng
scie
nc
e
t
e
x
t
s
.
T
h
i
s
s
c
a
l
e
i
s
a
f
i
v
e
-
p
o
i
n
t
L
i
k
e
r
t
s
c
a
l
e
,
w
h
i
c
h
c
o
n
s
i
s
t
s
of
3
0
ite
ms
a
n
d
t
hree
s
ub-
dim
e
nsi
ons,
w
h
i
c
h
ar
e
“M
a
k
ing
u
s
e
of
s
ci
en
ce
t
e
x
t
s
w
h
e
n
p
o
s
si
ble
”
,
“Den
i
a
l
”
a
n
d
“
C
ont
ri
bu
t
i
on
o
f
scie
nce
te
xts
to
l
ear
ning
a
nd
sk
i
l
ls.
O
f
t
he
30
i
t
em
s
i
n
t
h
e
s
ca
le,
18
a
r
e
posit
i
v
e
an
d
12
ar
e
ne
ga
tive
.
T
he
C
ro
n
b
a
c
h
A
l
p
h
a
i
n
t
e
rna
l
con
s
is
t
e
ncy
c
o
efficie
n
t
of
t
he
o
rig
i
na
l
sc
ale
w
a
s
fo
un
d
t
o
b
e
0
.
94
for
the
w
h
o
l
e
sca
l
e
an
d
0
.
9
2
,
0.92
a
n
d
0.8
6
for
the
s
ub-sca
l
e
s
,
re
spect
i
v
el
y.
T
he
i
n
t
erna
l
cons
i
s
te
nc
y
c
o
e
f
fic
i
e
n
ts
c
a
l
cula
te
d
o
n
t
he
d
ata
c
o
ll
e
c
te
d
in
t
h
e
curr
ent st
u
dy
w
e
re
f
oun
d to
b
e
0.94,
0.
89, 0.
90 a
nd
0.8
5
,
re
sp
e
ct
ive
l
y.
3.
RESULT
S
A
N
D
DISCU
SSIO
N
F
o
r
the
p
o
si
ti
v
e
item
s
i
n
t
h
e
sca
l
e,
t
he
s
cor
i
ng
is
p
e
r
form
ed
a
s:
“
S
t
rongly
agree”
(5),
“
Agr
ee”
(
4)
,
“
U
nde
cide
d”
(
3),
“
D
isa
g
ree
”
(
2
)
a
n
d
“
S
t
rong
l
y
d
i
s
agr
ee”
(
1)
w
hi
le
f
or
t
he
n
eg
a
t
i
v
e
i
t
em
s,
t
he
s
c
o
ri
ng
is
reve
rsed.
The
effec
t
s
of
g
e
n
d
e
r
and
gra
d
e
l
e
vel
on
t
h
e
pre
-
serv
ice
te
ache
r
s’
a
tt
i
t
u
d
es
t
o
w
ards
r
ea
din
g
s
cie
n
c
e
tex
t
s
w
e
r
e
a
na
lyze
d
w
i
t
h
i
n
d
e
pen
d
e
n
t
-
sa
mp
le
s
t-tes
t
a
n
d
t
he
e
ff
e
c
t
s
of
aca
dem
i
c
a
c
h
i
e
vem
e
nt
a
nd
b
o
o
k
rea
d
i
n
g
fre
q
ue
ncy
w
e
r
e
a
naly
ze
d
w
i
t
h
one-
w
ay va
r
iance
a
n
al
ysis
(
ANO
VA).
In
t
hi
s
s
ect
ion
,
t
h
e
c
o
l
l
e
ct
ed
d
a
t
a
are
an
a
l
y
z
e
d
b
y
u
s
i
n
g
t
h
e
s
ui
t
a
ble
s
t
a
tis
t
i
c
a
l
me
t
h
o
d
s
a
n
d
t
h
en
prese
n
t
e
d i
n
ta
b
le
s
and i
n
ter
p
r
e
ted.
3.1.
Fi
ndi
n
g
s
r
el
ated
t
o
the
su
b-
q
u
e
s
ti
o
n
“
Do
t
he
p
re
-s
er
v
i
c
e
s
c
i
enc
e
teachers’
at
titud
e
s
tow
a
rds
re
ad
in
g
sc
ien
c
e
texts
vary si
gn
if
i
c
an
tly b
y
ge
n
d
er?”
I
n
o
r
d
er
t
o
fi
n
d
a
n
answ
er
t
o
t
h
is
s
u
b
-pr
oble
m
,
inde
pe
n
d
en
t
sa
m
ples
t
-test
was
run
to
d
eterm
i
ne
w
h
et
her
t
h
e
sc
ores
t
a
k
e
n
fro
m
the
s
ub-d
i
m
e
ns
ions
o
f
“
T
h
e
S
ca
l
e
of
A
t
t
i
t
u
d
es
t
owar
ds
S
c
i
e
n
ce
T
ex
ts”
vary
sign
ifica
n
tl
y
d
e
pen
d
i
n
g
o
n th
e
gende
r va
ria
b
le.
The
resul
t
s
ar
e
pr
e
sente
d
i
n
Tab
l
e
1.
Tab
l
e
1.
R
e
s
ult
s
of the T
-
tes
t
con
d
u
cte
d
t
o d
e
ter
m
ine
w
h
et
her
t
h
e
p
re
-s
erv
i
c
e
sci
e
n
ce
t
e
a
c
h
ers’ sco
re
s t
a
k
e
n
from
the su
b-d
i
m
e
ns
io
ns
o
f
the
sca
l
e
va
ry si
g
n
i
fi
c
a
n
tl
y de
p
e
ndi
ng
on
ge
n
d
er
Sub-dim
e
nsi
o
ns
G
e
n
d
e
r
N
S
Sd
t
P
Ma
k
i
ng
Use
of
S
ci
e
n
ce
T
e
x
ts W
h
e
n
Poss
ible
Fem
a
l
e
8
7
41.
60
6
.
8
2
101
2
.
0
3
.
04
Ma
l
e
1
6
37.
79
8
.
3
7
De
ni
a
l
F
em
a
l
e
87
47.
49
8
.
0
3
101
3
.
1
3
.
00
Ma
l
e
1
6
40.
19
11.
17
C
o
nt
ri
bu
t
i
o
n
o
f
R
e
a
d
i
n
g
S
c
i
e
nc
e
Te
xts
to
L
ea
r
n
i
ng
a
nd
Skil
ls
Fem
a
l
e
8
7
28.
57
4
.
5
1
101
2
.
3
9
.
01
Ma
l
e
1
6
25.
50
5
.
7
9
A
s
c
a
n
b
e
se
en
i
n
Tab
l
e
1,
8
7
of
t
he
p
a
r
t
i
c
i
pa
tin
g
pre
-
servi
c
e
t
e
a
c
h
ers
are
f
e
mal
e
s
an
d
16
a
re
m
al
es.
The
pre
-
ser
v
ic
e
scie
nc
e
te
a
c
her
s
’
att
itu
d
e
s
t
o
war
d
s
r
eadi
n
g
sc
i
enc
e
tex
t
s
w
e
r
e
f
ou
n
d
t
o
be
v
ar
yin
g
sign
ifica
n
tl
y
b
y
g
e
nde
r
i
n
t
h
e
s
u
b
-d
im
ensions
o
f
“
m
akin
g
u
s
e
o
f
s
c
i
e
n
c
e
t
e
x
t
s
w
h
e
n
p
o
s
s
i
b
l
e
”
,
“
d
e
n
i
a
l
”
a
n
d
“co
n
t
ri
bu
tio
n
of
r
e
a
di
ng
sc
i
e
nc
e
t
e
xt
s
t
o
l
ea
rn
ing
an
d
sk
ill
s
”
[t
(10
1
)
=
2.
0
3
;
p
<
.
05]
,
[t
(101)
= 3.
1
3;
p
< .
0
5]
,
[
t
(1
01)
=
2
.
39
;
p<
.
05
].
T
h
i
s
d
i
ffe
ren
c
e
wa
s
fo
und
to
b
e
in
f
avo
r
o
f
t
h
e
fem
a
le
p
re-service
t
e
a
chers
in
a
ll
t
he
s
ub-
dime
n
s
i
o
ns (
X
= 41.6
0
,
47.
49 a
nd
28.5
7
).
Thu
s, i
t w
a
s conc
l
ude
d tha
t
ge
n
d
e
r
c
re
at
ed
a
s
i
g
n
i
fi
ca
nt
d
i
f
f
e
ren
c
e
i
n
t
h
e
i
r
a
t
t
i
t
u
d
e
s
t
o
w
a
r
d
s
r
e
a
d
i
n
g
s
c
i
e
n
c
e
te
x
t
s
.
I
n
t
h
e
i
r
s
t
u
d
y
a
imi
n
g
to
e
va
lua
t
e
t
h
e
k
n
o
w
l
e
dge
a
nd
a
t
tit
ude
s
rela
t
e
d
to
r
e
a
d
i
ng
from
di
ffe
r
e
nt
s
c
i
enc
e
d
i
s
c
ip
l
i
ne
s,
N
igro
v
e
T
r
i
ve
la
to
[
7]
f
ou
n
d
t
ha
t
t
h
e
fe
ma
les
got
h
ig
her
score
s
t
ha
n
t
h
e
m
a
le
s
a
nd
t
h
e
rea
d
ers
of
t
he
p
o
p
u
l
ar
s
c
i
e
n
tific
t
e
x
t
s
got
h
i
g
h
e
r
sc
o
r
es
t
ha
n
th
ei
r
co
unt
e
r
p
a
rt
s
h
a
vin
g
r
e
a
d
t
he
t
e
x
t
boo
k
.
T
hi
s
fi
nd
ing
conc
u
r
s
wit
h
t
h
e
f
i
ndi
ng
o
f
t
h
e
c
u
rre
nt
s
t
udy.
T
he
re
a
r
e
a
l
s
o
som
e
ot
her
st
udie
s
r
e
a
c
h
in
g
d
i
ffe
r
ent
c
o
ncl
u
s
i
o
n
s
in
t
he
liter
a
tur
e
.
A
kgü
n,
A
y
d
ı
n
a
nd
Ö
n
e
r
S
ün
k
ü
r
[13]
f
o
u
nd
th
at
the
s
t
u
d
e
n
ts’
a
tti
t
u
d
e
s
tow
a
rds
sc
ie
nce
c
o
urse
s
vary
s
ig
n
i
f
i
c
a
n
t
l
y
d
e
p
e
n
d
i
ng
o
n
g
en
de
r;
y
e
t
,
t
h
is
d
i
f
fer
e
nce
is
in
f
a
vor
o
f
the
m
a
le
s
tu
de
nts
.
U
.
S
e
r
i
n,
O
.
S
e
rin
a
n
d
K
e
se
rcio
ğ
l
u
[
1
2
]
c
onc
l
ude
d
tha
t
t
he
s
tu
de
n
t
s’
s
c
i
e
n
c
e
att
itu
de
s
c
o
re
s
do
n
o
t
vary
s
i
g
n
i
fica
ntl
y
d
e
p
e
n
d
i
n
g
on
g
e
nder
a
nd
tha
t
t
he
a
t
t
itu
de
s
of
f
em
ale
a
n
d
m
a
le
stude
nt
s
t
o
war
d
s sci
e
nce
are
sim
ilar
.
Evaluation Warning : The document was created with Spire.PDF for Python.
Int J
Eval & R
es E
d
u
c
.
IS
S
N
:
2252-
88
22
D
e
term
i
n
a
t
i
o
n of
p
r
e-serv
i
c
e sc
ie
nce
teac
he
rs’
att
itu
des to
w
a
rds
re
ad
i
ng scie
nc
e t
e
xt
s
(
Ş
e
n
d
il C
an)
18
5
3.2.
Fi
ndi
n
g
s
r
el
ated
t
o
the
su
b-
q
u
e
s
ti
o
n
“
Do
t
he
p
re
-s
er
v
i
c
e
s
c
i
enc
e
teachers’
at
titud
e
s
tow
a
rds
re
ad
in
g
sc
ien
c
e
texts
vary si
gn
if
i
c
an
tly d
e
p
e
n
d
i
n
g
o
n
grad
e
lev
el
?”
I
n
o
r
d
er
t
o
fi
n
d
a
n
answ
er
t
o
t
h
is
s
u
b
-pr
oble
m
,
inde
pe
n
d
en
t
sa
m
ples
t
-test
was
run
to
d
eterm
i
ne
w
h
et
her
t
h
e
sc
ores
t
a
k
e
n
fro
m
the
s
ub-d
i
m
e
ns
ions
o
f
“
T
h
e
S
ca
l
e
of
A
t
t
i
t
u
d
es
t
owar
ds
S
c
i
e
n
ce
T
ex
ts”
vary
sign
ifica
n
tl
y
d
e
pen
d
i
n
g
o
n th
e
gra
d
e le
v
e
l v
a
r
i
a
b
l
e
.
The r
e
su
lt
s
are
pre
s
ente
d i
n
T
ab
le 2
.
Tab
l
e
2.
R
e
s
ult
s
of the T
-
tes
t
con
d
u
cte
d
t
o d
e
ter
m
ine
w
h
et
her
t
h
e
p
re
-s
erv
i
c
e
sci
e
n
ce
t
e
a
c
h
ers’ sco
re
s t
a
k
e
n
fr
om
t
he
su
b
-d
ime
n
s
i
o
n
s o
f
t
he
s
c
a
le
v
ary
sign
i
f
ica
n
t
l
y
de
p
e
nd
i
n
g
on
g
ra
de
l
e
v
e
l
S
ub-
dim
e
nsions
G
r
a
d
e
L
e
v
el
N
S
S
d
t
P
Ma
king
U
s
e
of
S
c
i
e
n
c
e
T
e
x
ts Wh
e
n
P
o
ssible
1
st
ye
a
r
4
2
38.
26
6
.
32
101
-
3.
36
.
00
4
th
y
ea
r
61
42.
87
7
.
18
Den
i
a
l
1
st
ye
a
r
4
2
44.
23
8
.
01
101
-
2.
03
.
04
4
th
y
ea
r
61
47.
82
9
.
30
C
ontributi
on
of
R
e
a
d
ing
Sc
i
e
n
c
e
T
e
xt
s
to
L
ea
r
n
ing
a
nd
Skill
s
1
st
ye
a
r
4
2
26.
55
4
.
71
101
-
2.
79
.
01
4
th
y
ea
r
61
29.
16
4
.
66
A
s
c
a
n
b
e
se
en
i
n
Tab
l
e
2,
o
f
the
part
ici
p
a
t
i
n
g
pr
e-ser
v
i
c
e
t
e
a
c
h
ers,
42
are
first
-
year
s
t
u
d
e
nt
s
a
nd
61
are
fo
urt
h
-yea
r
st
ude
n
t
s.
T
he
p
re
-service
s
c
i
e
n
ce
tea
c
h
e
r
s
’
a
t
t
it
ud
e
s
t
o
w
ard
s
r
e
a
d
in
g
sc
i
e
n
c
e
t
e
xt
s
were
f
oun
d
to
b
e
vary
i
n
g
si
gn
i
f
ica
n
tl
y
by
grade
le
ve
l
i
n
t
he
s
u
b
-d
i
m
ension
s
of
“
mak
i
ng
u
se
o
f
sc
i
e
n
c
e
t
e
xt
s
wh
e
n
pos
si
b
l
e”
,
“
d
enia
l”
a
nd
“
c
o
n
t
r
i
bu
t
i
o
n
o
f
r
eadi
n
g
scie
nc
e
t
e
xt
s
t
o
l
ea
rn
i
n
g
an
d
sk
i
lls”
[t
(101)
=
-
3.36;
p
<
.05]
,
[t
(101
)
=
-
2
.
0
3
;
p
<
.
0
5
]
,
[
t
(10
1
)
=
-
2
.
7
9
;
p
<
.
0
5
]
.
T
h
i
s
m
i
g
h
t
b
e
i
n
t
e
r
p
r
e
t
e
d
a
s
t
h
e
g
r
a
d
e
l
e
v
e
l
v
ari
a
bl
e
sign
ifica
n
tl
y
affec
t
s
t
h
e
pre
-
ser
v
ic
e
teac
her
s
’
a
t
ti
t
ude
s
to
w
a
r
ds
r
ea
di
n
g
scienc
e
tex
t
s.
T
he
f
o
u
r
t
h-ye
ar
p
re
-
service
sc
i
e
nc
e
tea
c
her
s
’
a
t
t
i
t
u
d
es
t
ow
a
r
ds
r
eadi
ng
sc
ie
nc
e
tex
ts
w
ere
f
o
u
nd
t
o
b
e
m
o
re
pos
iti
ve
i
n
all
t
h
e
sub-
dime
n
s
i
o
n
s
(
X
=
42.8
7
,
4
7
.
8
2
an
d
2
9
.16)
t
ha
n
t
hos
e
o
f
t
he
f
irst-
y
ea
r
pr
e
-
serv
ice
sc
ien
c
e
teac
hers
(
X
=
3
8
.
26
,
44
.2
3
an
d
26
.5
5
)
.
Th
ere
a
r
e
so
me
s
t
u
di
e
s
f
in
di
ng
d
if
fe
re
nt
r
e
s
ul
t
s
i
n
t
h
e
l
i
tera
t
u
re.
Bek
t
aş
E
s
e
n
a
n
d
Yi
ği
t
[6
]
f
ound
a
s
igni
fi
c
a
n
t
d
i
ffe
ren
c
e
in
t
e
r
ms
o
f
t
h
e
use
of
r
ea
d
i
n
g
a
nd
w
rit
i
ng
s
t
r
ateg
ies
de
pe
nd
in
g
o
n
grade
le
ve
l
.
Th
i
s d
i
ffere
nce
is
i
n fa
vor
of
the
fifth
grade
st
u
de
n
t
s
.
3.3.
Fi
ndi
n
g
s
r
el
ated
t
o
the
su
b-
q
u
e
s
ti
o
n
“
Do
t
he
p
re
-s
er
v
i
c
e
s
c
i
enc
e
teachers’
at
titud
e
s
tow
a
rds
re
ad
in
g
sc
ien
c
e
texts
vary si
gn
if
i
c
an
tly d
e
p
e
n
d
i
n
g
o
n
grad
e
p
o
i
nt
a
v
era
g
e
?”
I
n
o
rd
er
t
o
fi
nd
a
n
a
n
s
w
er
t
o
t
h
i
s
s
u
b
-
p
r
o
b
lem,
A
N
OVA
was
ru
n
t
o
de
t
e
rmine
w
h
et
he
r
the
sc
ores
take
n
fr
om
t
h
e
s
ub-
d
i
m
e
ns
i
ons
o
f
“
T
he
S
ca
le
o
f
A
t
t
i
t
ude
s
tow
a
rd
s
Sc
i
e
n
c
e
Text
s”
v
a
r
y
si
gn
if
ic
antl
y
depe
n
d
i
n
g on
the
gra
d
e
p
o
in
t a
v
er
ag
e
v
a
ri
able
. Th
e
res
u
lt
s are
presente
d i
n
Tab
le
3 a
nd Ta
ble
4.
T
a
b
l
e 3.
Ar
i
t
h
m
e
tic m
ea
ns and
s
t
a
n
dard
d
e
v
ia
t
i
o
n
s
for
t
h
e
pre
-
s
e
r
v
i
ce
sci
en
c
e
t
e
a
c
h
e
rs’ sc
o
r
es t
a
k
en
f
ro
m t
h
e
su
b
-
d
i
men
s
ions o
f
t
h
e
at
tit
ude
sca
l
e
d
ep
en
din
g
on
g
ra
d
e
poi
nt
a
ver
a
ge
Sub-dim
e
n
s
ions
G
e
n
e
r
a
l
P
oint
A
v
e
r
a
ge
N
X
S
Ma
king
U
s
e
of
S
c
i
e
n
c
e
T
e
xts
Whe
n
P
o
ssible
1.
00-
1
.
99
1
3
36.
38
9.
22
2.
00-
2
.
99
6
6
40.
94
6.
84
3.
00-
4
.
00
2
4
43.
63
5.
75
T
o
ta
l
103
40.
99
7.
18
D
e
nia
l
1
.
00-
1
.
99
1
3
3.
65
.
68
2.
00-
2
.
99
6
6
3.
88
.
78
3.
00-
4
.
00
2
4
3.
93
.
69
T
o
ta
l
103
3
.
86
.
74
C
ont
r
i
but
io
n
of
R
e
a
d
ing
Sc
i
e
n
c
e
Te
xt
s
t
o
Le
a
r
ning
a
nd
Ski
lls
1.
00-
1
.
99
1
3
3.
69
87
2.
00-
2
.
99
6
6
4.
00
.
65
3.
00-
4
.
00
2
4
4.
20
.
66
T
o
ta
l
103
4
.
01
.
69
As
can
b
e
se
e
n
i
n
Ta
b
l
e
3
,
13
o
f
t
he
p
re-
s
e
r
vice
t
eac
hers
h
ave
a
grade
po
int
a
v
er
age
in
t
he
r
an
ge
1.00-
1.
99,
6
6
in
t
he
r
a
nge
2
.00-
2.
99
a
nd
2
4
i
n
t
h
e
r
a
nge
3
.00-
4
.00
.
T
he
r
esu
l
ts
o
f
A
NOVA
c
o
n
duct
e
d
t
o
deter
m
i
n
e
w
h
e
t
he
r
t
h
e
st
u
d
en
ts’
att
itu
des
to
w
a
r
d
s
t
h
e
sub-
di
m
e
n
s
i
o
n
s
o
f
t
h
e
a
t
t
i
t
u
d
e
s
c
a
l
e
v
a
r
y
s
i
g
n
i
f
i
c
a
n
t
l
y
depe
n
d
i
n
g on
grade
p
o
i
n
t
av
er
age
ar
e
gi
ven
in
T
ab
le
4
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
Int.
J
. E
v
a
l
. & Re
s
. Educ
.
V
o
l.
8, N
o. 1, Marc
h
20
1
9
:
181
-
18
8
18
6
Tabl
e 4
.
Th
e
resul
t
s
of ANOV
A
co
n
d
u
c
t
e
d
to d
et
ermi
n
e
whet
h
er th
e
pre-
se
rvice
tea
c
h
ers’
m
ean
s
core
s taken
from
the
s
ub-
d
i
m
e
ns
io
ns var
y
sig
n
i
f
i
c
a
n
t
l
y
d
e
pen
d
i
n
g
o
n
grade
p
oin
t
a
ve
ra
g
e
Sub-dim
e
nsi
ons
S
our
c
e
o
f
the
va
ria
n
ce
Su
m
of
Sq
u
a
r
e
s
sd
M
ea
n
of
S
qua
re
s
F
p
Signific
a
nt
D
i
f
f
er
en
c
e
Ma
ki
ng U
s
e
of
S
ci
e
n
ce
Te
xts W
h
e
n
P
ossi
ble
B
e
twee
n-g
r
oups
Wit
h
in-
g
r
oups
T
ot
a
l
442.
53
2
221.
27
4
.
5
9
.
01
3.
00-
4.
00>
1.
00-1.
99
4818.
46
100
48.
19
5260.
99
102
Den
i
a
l
B
e
twee
n-g
r
oups
W
ithin-groups
T
o
ta
l
.
74
2
.
37
.
68
.
52
55.
81
100
.
56
-
56.
55
102
C
ontributio
n
of
R
e
a
d
ing
Sc
i
e
n
c
e
Te
xts
to
Lea
r
ni
ng
a
nd
Skill
s
B
e
twee
n-g
r
oups
Wit
h
in-
g
r
oups
T
ot
a
l
2.
19
2
1
.
0
9
2.
37
.
09
-
46.
43
100
.
46
48.
63
102
A
s
c
an
b
e
see
n
i
n
Ta
b
l
e
4,
w
hile
t
he
p
re
-servi
c
e
sc
ienc
e
te
ac
he
rs’
a
tti
t
u
d
e
s
tow
a
rds
rea
d
in
g
sc
ie
nc
e
tex
t
s
var
y
s
ig
n
i
f
i
c
a
n
t
l
y
dep
e
n
d
in
g
on
g
ra
de
p
o
i
nt
a
vera
ge
i
n
t
h
e
sub-
d
i
m
e
ns
io
n
of
“
m
a
kin
g
u
se
o
f
sc
ie
nc
e
t
e
xt
s
wh
e
n
p
ossi
b
l
e”
[
F
(
2
-100)
=
4
.59
,
p
<
.0
5
]
,
t
h
ey
d
o
n
o
t
vary
s
i
gni
fi
c
a
nt
ly
i
n
t
h
e
su
b
-
di
m
ensi
ons
o
f
“
d
enia
l”
and
“
c
o
n
tri
b
uti
on
of
r
e
a
d
i
ng
scie
nc
e
te
x
t
s
t
o
l
e
a
rn
i
ng
a
n
d
skil
ls”
[F
(2-
100)
=
.
6
8
,
p
>
.
0
5
]
,
[
F
(2-
1
00)
=
2
.
3
7
,
p
>
.05].
T
h
e
pr
e-se
rvice
teac
hers
w
ith
a
g
rade
p
o
i
nt
a
v
e
rage
i
n
th
e
r
a
nge
3
.00-
4.
00
w
e
r
e
fou
n
d
t
o
have
m
o
r
e
pos
it
ive
a
t
tit
ud
es
t
ow
a
r
ds
t
he
s
u
b
-dime
n
si
o
n
o
f
“
m
a
k
i
n
g
use
o
f
sc
i
e
nce
tex
t
s
w
h
en
p
o
s
si
ble”
t
ha
n
th
e
pre
-
service
teac
her
s
w
it
h
a
grade
po
i
n
t
a
v
e
r
age
i
n
t
he
r
an
ge
1
.
00-
1
.99.
A
kgü
n,
A
yd
ı
n
a
n
d
Ö
ner
S
ünk
ür
[
13]
f
oun
d
th
at
t
h
e
re
i
s
a
si
gni
fic
a
n
t
c
o
rrel
a
t
i
o
n
b
e
t
w
ee
n
th
e
s
t
ud
e
nt
s’
s
c
i
e
n
c
e
a
c
hi
ev
emen
t
an
d
th
ei
r
a
t
t
itu
d
e
score
s
a
n
d
c
o
n
c
lu
de
d
t
h
a
t
t
he
a
tt
i
t
u
d
e
s
o
f
th
e
st
u
d
e
n
ts
w
i
t
h
sc
i
e
n
c
e
a
c
h
i
ev
e
m
e
n
t
cl
as
sif
i
ed
a
s
“
v
e
r
y
go
od
”,
“
goo
d”
a
n
d
“
medi
um
”
a
r
e
m
o
re
posit
i
v
e
t
h
a
n
t
he
s
t
u
den
t
s w
i
t
h
s
c
ie
n
c
e
ac
hi
e
v
em
en
t
c
l
a
s
sifie
d
a
s
“
l
ow”.
T
h
i
s
sup
por
t
s
t
he
find
i
ng o
f
t
he c
u
rre
nt
s
t
u
d
y
.
3.4.
Fi
ndi
n
g
s
r
el
ated
t
o
the
su
b-
q
u
e
s
ti
o
n
“
Do
t
he
p
re
-s
er
v
i
c
e
s
c
i
enc
e
teachers’
at
titud
e
s
tow
a
rds
re
ad
in
g
sc
ien
c
e
texts
vary si
gn
if
i
c
an
tly d
e
p
e
n
d
i
n
g
o
n
b
o
o
k
re
a
d
in
g
fre
q
u
e
n
c
y?”
I
n
o
rd
er
t
o
fi
nd
a
n
a
n
s
w
er
t
o
t
h
i
s
s
u
b
-
p
r
o
b
lem,
A
N
OVA
was
ru
n
t
o
de
t
e
rmine
w
h
et
he
r
the
sc
ores
take
n
fr
om
t
h
e
s
ub-
d
i
m
e
ns
i
ons
o
f
“
T
he
S
ca
le
o
f
A
t
t
i
t
ude
s
tow
a
rd
s
Sc
i
e
n
c
e
Text
s”
v
a
r
y
si
gn
if
ic
antl
y
depe
n
d
i
n
g on
bo
ok
re
adi
ng fre
que
ncy.
The
re
s
ults a
re
p
rese
nt
e
d
i
n
Ta
b
l
e
5
a
nd Ta
bl
e
6.
T
a
b
l
e 5.
Ar
i
t
h
m
e
tic m
ea
ns and
s
t
a
n
dard
d
e
v
ia
t
i
o
n
s
for
t
h
e
pre
-
s
e
r
v
i
ce
sci
en
c
e
t
e
a
c
h
e
rs’ sc
o
r
es t
a
k
en
f
ro
m t
h
e
sub-
dime
n
s
i
o
n
s
of
the a
t
ti
tu
d
e
sc
a
le
d
epe
n
d
i
ng o
n
b
oo
k
rea
d
in
g
fre
que
nc
y
Sub-dim
e
nsi
o
n
s
B
ook
Re
a
d
i
n
g
F
r
eque
nc
y
N
X
S
Ma
king
U
s
e
of
S
ci
e
n
ce
T
e
x
ts W
h
e
n
Possi
b
l
e
E
v
e
r
y
d
a
y
1
0
3
.
9
5
.
72
On
c
e
e
v
e
r
y
o
th
e
r
d
ay
1
0
3
.7
1
.8
1
O
n
ce
a
w
ee
k
2
0
3.
79
.
54
O
n
ce
a
m
onth
3
9
3.
93
.
53
O
n
ce
a
ye
a
r
1
8
3
.
3
4
.
56
N
e
v
e
r
6
3.
03
.
86
To
t
a
l
1
0
3
3.
73
.
65
Den
i
a
l
E
v
e
r
y
d
a
y
1
0
3
.
8
7
.
94
O
n
ce
e
v
e
r
y
o
th
e
r
d
a
y
1
0
4.
20
.
67
O
n
ce
a
w
ee
k
2
0
3.
99
.
55
O
n
ce
a
m
onth
3
9
3.
93
.
78
O
n
ce
a
ye
a
r
1
8
3
.
5
9
.
68
N
e
v
e
r
6
3.
22
.
62
To
t
a
l
1
0
3
3.
86
.
74
C
ontributio
n
of
R
ea
ding
S
c
i
e
n
c
e
Te
xt
s
to
Lea
r
ning
a
nd
Skill
s
E
v
e
r
y
d
a
y
1
0
4
.
1
5
.
74
O
n
ce
e
v
e
r
y
o
th
e
r
d
a
y
1
0
4.
04
.
82
O
n
ce
a
w
ee
k
2
0
4.
02
.
63
O
n
ce
a
m
onth
3
9
4.
19
.
55
O
n
ce
a
ye
a
r
1
8
3
.
6
8
.
64
N
e
v
e
r
6
3.
52
1
.
1
5
T
o
ta
l
1
0
3
4.
01
.
69
A
s
c
an
b
e
see
n
i
n
Tab
l
e
5,
t
he
h
i
g
hes
t
n
u
m
be
r
of
s
t
u
de
nts
a
r
e
i
n
t
h
e
fre
que
nc
y
gr
o
u
p
“
once
a
mont
h”
(
N
=
3
9
)
i
n
a
l
l
t
h
e
su
b-d
i
m
e
nsi
o
ns
a
nd
t
h
e
sm
al
le
st
n
um
ber
o
f
s
t
ude
nts
ar
e
in
t
he
f
r
e
q
u
enc
y
g
ro
up
“
n
e
v
e
r
”
(
N
=
6
)
.
I
n
orde
r
t
o
d
e
t
e
r
m
i
n
e
w
he
t
h
er
t
he
d
i
f
fere
nce
bet
w
e
e
n
t
he
a
r
ithm
e
tic
m
e
a
ns
i
s
s
t
a
t
is
t
i
c
a
ll
y
sign
ifica
n
t, va
r
ianc
e a
n
al
ysis
w
as c
onduc
ted
.
T
he
f
ind
i
ng
s a
r
e
prese
n
t
e
d i
n
Ta
b
l
e
6.
Evaluation Warning : The document was created with Spire.PDF for Python.
Int J
Eval & R
es E
d
u
c
.
IS
S
N
:
2252-
88
22
D
e
term
i
n
a
t
i
o
n of
p
r
e-serv
i
c
e sc
ie
nce
teac
he
rs’
att
itu
des to
w
a
rds
re
ad
i
ng scie
nc
e t
e
xt
s
(
Ş
e
n
d
il C
an)
18
7
Tabl
e 6
.
Th
e
resul
t
s
of ANOV
A
co
n
d
u
c
t
e
d
to d
et
ermi
n
e
whet
h
er th
e
pre-
se
rvice
tea
c
h
ers’
m
ean
s
core
s taken
from
the
s
u
b
-
d
i
m
ens
i
o
n
s var
y
sig
nifi
c
a
n
t
l
y
d
e
pe
nd
in
g o
n
b
oo
k
re
adi
n
g fre
que
nc
y
Sub-dim
e
nsions
S
ourc
e
of t
he
va
ria
n
ce
Su
m
of
S
qua
r
e
s
sd
M
e
a
n
o
f
S
qua
re
s
F
p
Signific
a
nt D
iff
e
renc
e
Ma
king
Use
of
Sc
i
e
n
c
e
T
e
xts
Whe
n
Possi
ble
Be
twee
n-
groups
Wi
thin-groups
T
ot
a
l
7.
85
5
1
.
5
5
4.
22
.
00
E
v
e
r
y da
y>O
n
c
e
a
ye
a
r
35.
71
9
7
.
37
43.
48
102
Den
i
a
l
Be
twee
n-
groups
Wi
thin-groups
T
ot
a
l
5.
44
5
1
.
0
8
2.
06
.
08
51.
11
9
7
.
53
-
56.
55
102
C
ontributi
on
of
R
ead
i
n
g
S
c
i
e
n
c
e
Te
xt
s
to
L
ea
rning
a
n
d S
k
ills
Be
twee
n-
groups
Wi
thin-groups
T
ot
a
l
4.
85
5
.
97
2.
15
.
06
43.
78
9
7
.
45
-
48.
63
102
A
s
c
a
n
b
e
s
e
e
n
i
n
T
a
b
l
e
6
,
t
h
e
p
r
e
-
s
e
r
v
i
c
e
s
c
i
e
n
c
e
t
e
a
c
h
e
r
s
’
a
t
titu
des
t
o
w
a
rds
rea
d
i
n
g
sc
i
e
nce
t
e
xt
s
vary s
ign
i
fic
a
n
tly de
p
en
d
i
n
g
on
b
o
ok re
ad
in
g
fr
e
que
nc
y in
the
s
ub-d
i
me
nsio
n o
f
“
ma
ki
n
g
use
o
f
s
c
i
e
n
c
e
t
e
x
ts
when
p
ossible”
[
F
(5-97)
=
4
.
22,
p
<
.
0
5].
Thi
s
i
s
be
ca
use
th
e
a
tti
t
udes
o
f
t
he
p
re
-serv
i
c
e
t
e
a
c
h
e
rs
r
ea
din
g
boo
k
eve
r
y
da
y
tow
a
rds
r
ead
in
g
s
c
i
e
nce
te
x
t
s
(
X
=3.95)
a
r
e
m
ore
p
o
si
ti
ve
t
ha
n
the
pre-
se
rvice
teac
hers
r
ea
d
i
ng
once
a
yea
r
(
X
=3.
34).
Y
e
t,
t
he
p
r
e
-se
r
vice
s
c
i
e
n
ce
t
e
ache
r
s’
a
tti
t
ude
s
to
w
a
rd
s
re
ad
in
g
sc
i
e
nce
te
xts
d
o
n
ot
vary
s
i
g
nifica
n
t
l
y
d
e
p
e
n
d
i
ng
o
n
b
o
o
k
rea
d
in
g
fr
eq
uenc
y
i
n
t
he
s
ub
-di
m
en
sio
n
s
o
f
“d
eni
a
l
”
a
nd
“
c
o
nt
ribu
t
i
o
n
of
r
ea
d
i
n
g
s
cie
n
ce
t
e
x
t
s
t
o
le
ar
ning
an
d
ski
l
l
s
”
[F
(5-
97)
=
2
.
06,
p
>
.
05],
[F
(5-97
)
=
2
.
1
5
,
p
>
.
0
5
]
.
T
h
i
s
c
a
n
b
e
in
t
e
rpre
te
d
a
s
t
he
p
re
-servic
e
t
e
a
c
h
ers’
b
oo
k
r
eadin
g
fre
q
ue
ncy
s
i
g
n
i
fic
a
n
t
l
y
af
fec
t
s
t
h
eir
att
itu
des
in
t
he
s
ub-
dime
n
s
i
o
n
o
f
“
m
a
kin
g
u
se
o
f
scie
nc
e
te
x
t
s
w
h
e
n
p
oss
i
b
l
e”
;
yet,
i
t
d
oes
n
o
t
s
i
g
n
i
f
i
c
a
n
tl
y
a
ffe
c
t
t
he
ir
a
t
t
i
t
ude
s
in
t
he
s
ub-
di
m
e
ns
io
ns
o
f
“
d
e
n
i
a
l”
a
n
d
“
con
t
ri
but
io
n
of
r
e
a
di
n
g
sc
ienc
e
tex
t
s
to
l
ea
rni
ng
a
n
d
s
k
i
lls”.
T
he
course
s
ta
ke
n
dur
in
g
t
h
eir
fo
ur-ye
a
r
u
nderg
ra
dua
te
e
duca
t
io
n
a
b
ou
t
sc
i
e
nce
i
n
struc
t
io
n
m
a
y
ha
ve
p
os
iti
ve
l
y
affec
t
e
d
t
he
i
r
a
tt
itu
des
t
o
w
a
r
d
s
r
ead
in
g
sc
i
e
nc
e
tex
t
s.
G
ü
n
e
y
l
i
[
20
]
cond
u
c
t
e
d
a
st
udy
o
n
1
60
p
re
-se
r
v
i
ce
t
e
a
c
h
e
rs
f
o
und
th
a
t
t
h
e
s
tud
e
n
t
s
were
b
et
t
e
r
a
t
c
o
m
p
r
e
h
end
i
ng
i
n
f
orm
a
ti
ve
t
e
x
t
s
w
he
n
c
o
mpa
r
ed
t
o
l
i
ter
a
ry
tex
t
s. Th
i
s find
in
g ca
n be a
rg
ue
d
t
o
be para
lle
l
t
o
t
he fin
di
ng
o
f the c
u
rr
ent s
t
ud
y re
la
te
d t
o
the
s
ub-d
i
me
nsion
of
“
m
a
ki
n
g
u
s
e
o
f
sc
ie
nce
te
xt
s
w
h
e
n
possi
ble”.
O
n
t
h
e
o
t
her
ha
nd
,
in
a
s
tu
dy
b
y
Ba
l
c
ı
[3
],
n
o
si
gni
fi
c
a
n
t
di
ffe
re
nce
w
a
s
foun
d
be
t
w
e
e
n
t
h
e
r
eadi
n
g
com
p
rehe
ns
ion
sc
or
es
o
f
the
8
th
g
ra
de
s
t
ude
n
t
s
t
a
ken
from
di
ffe
re
nt
t
e
x
t
g
e
nr
es.
This
f
in
di
n
g
c
o
n
c
u
rs
w
ith
t
he
f
i
n
d
i
n
g
o
f
t
he
c
urr
e
nt
s
t
u
dy
re
late
d
to
t
he
s
u
b
-d
im
ens
i
on
s
of
“
den
i
al”
an
d
“
c
ontr
i
b
u
tio
n
of r
eadi
n
g sc
i
e
nce
tex
t
s
t
o
lea
r
n
ing
an
d sk
il
ls”
4.
CONCL
U
S
ION
The
cur
r
en
t
st
ud
y
w
a
s
c
o
nd
ucte
d
to
d
et
e
r
mine
t
he
e
ffe
c
t
s
o
f
v
a
r
iab
l
es
s
uc
h
a
s
g
e
nder
,
g
r
a
de
l
e
v
e
l
,
ac
adem
ic
a
ch
i
e
vem
e
nt
a
n
d
b
o
o
k
r
e
a
di
n
g
f
reque
nc
y
o
n
t
he
p
re
-serv
ice
scienc
e
teac
h
e
rs
’
att
itudes
towards
rea
d
i
ng
scie
nc
e
te
xt
s.
T
he
r
e
s
u
l
ts
o
b
t
a
i
ne
d
t
o
t
h
i
s
en
d
a
r
e
pre
s
e
nt
ed
b
elow.
Th
e
p
r
e-se
rv
i
ce
sci
e
n
c
e
t
e
a
c
h
ers’
att
itu
de
s
tow
a
r
d
s
re
ad
in
g
sc
ie
nce
te
xts
var
y
s
i
g
n
i
fica
nt
l
y
b
y
g
e
n
d
e
r
in
t
he
s
ub-d
i
m
e
ns
i
ons
o
f
“
m
akin
g
use
o
f
scie
nc
e
te
xt
s
w
h
en
p
oss
i
ble
”
,
“
denia
l
”
a
n
d
“
c
ontri
bu
t
i
o
n
o
f
rea
d
i
ng
sc
i
e
nce
te
xts
t
o
l
e
a
r
n
ing
a
nd
sk
il
ls”
a
n
d
t
h
e
a
tti
tud
e
s
o
f
t
h
e
f
emal
e
p
r
e-serv
i
c
e
t
e
ach
ers
are
mo
re
p
o
s
it
ive
tha
n
t
hos
e
of
t
he
m
a
l
e
p
r
e-
se
rvice
te
ac
he
rs.
It
w
as
a
lso
fou
n
d
t
ha
t
t
h
e
pre-se
rvice
s
c
ienc
e
t
e
ache
r
s’
a
tt
itu
des
to
w
a
rds
rea
d
in
g
scie
nce
te
xts
vary
sign
ifica
n
tl
y d
e
pen
d
i
n
g
o
n
grade
l
e
v
e
l
i
n
t
h
e
su
b-d
i
me
nsio
ns
o
f
“
m
a
kin
g
us
e
of
s
c
ie
nce
tex
t
s
w
h
e
n
po
s
s
i
ble”
,
“d
en
i
a
l
”
a
nd
“co
nt
ri
bu
tio
n
o
f
rea
d
ing
s
c
i
e
n
ce
t
e
xt
s
t
o
l
e
a
rni
n
g
a
nd
s
ki
ll
s
an
d
th
e
a
tti
t
ude
s
of
t
he
f
ou
rth
-
y
e
ar
stude
n
t
s
are
more
pos
iti
ve
t
h
a
n
t
h
o
s
e
of
t
h
e
f
irst-yea
r
stu
d
en
t
s.
T
he
p
re
-se
r
vice
teac
he
rs’
attit
u
des
towards
rea
d
i
n
g
sc
ie
nc
e
t
e
x
t
s
w
e
r
e
f
ou
n
d
t
o
be
v
ar
yin
g
s
ig
ni
fi
ca
n
tly
d
e
pe
n
d
i
n
g
on
grade
p
o
i
n
t
a
ve
rage
i
n
th
e
sub-
dime
n
s
i
o
n
of
“
ma
ki
n
g
u
se
o
f
sc
ie
n
c
e
te
x
t
s
w
h
en
p
ossi
bl
e”
an
d
th
e
pr
e
-
ser
v
i
c
e
t
e
ac
he
rs
w
i
t
h
a
grad
e
p
o
i
nt
ave
r
age
in
t
he
r
a
n
ge
3
.00-
4.
0
0
h
a
v
e
m
o
re
p
os
i
t
i
v
e
a
t
t
i
t
u
d
e
s
;
ye
t
,
t
he
i
r
a
t
t
i
t
u
d
es
w
er
e
fo
u
n
d
to
b
e
no
t
va
r
y
i
ng
sign
ifica
n
tl
y
d
e
pe
n
d
in
g
o
n
g
r
a
de
p
o
i
nt
a
ve
ra
ge
i
n
the
s
u
b-d
i
me
n
sio
n
s
of
“
de
nia
l
”
a
n
d
“
c
ontr
i
b
u
tio
n
o
f
rea
d
i
n
g
sc
ie
nc
e
tex
t
s
to
l
ea
rni
n
g
a
n
d
sk
i
lls
”
.
T
he
p
re
-serv
i
c
e
sc
ie
nce
t
e
ac
hers’
att
itu
d
e
s
w
e
re
f
oun
d
to
b
e
vary
in
g
s
i
g
n
i
f
i
c
a
nt
ly
d
e
p
e
n
di
ng
o
n
b
o
ok
re
a
d
in
g
freq
u
e
n
c
y
i
n
t
h
e
su
b-d
i
m
e
nsi
on
of
“
ma
kin
g
u
se
o
f
s
c
ienc
e
tex
t
s
w
h
en
p
os
si
ble”
a
n
d
t
he
a
tt
itu
des
o
f
t
he
p
re-se
r
vice
te
a
c
h
ers
re
adi
ng
ev
e
r
y
d
a
y
t
o
ward
s
re
adi
n
g
sci
e
n
c
e
tex
t
s
w
e
re
f
o
und
t
o
b
e
m
o
re
pos
it
ive
tha
n
t
hose
of
t
he
s
t
u
den
t
s
r
ea
d
i
ng
once
a
yea
r
.
Boo
k
r
ead
in
g
fr
e
que
nc
y
w
a
s
no
t
fo
un
d
to
b
e
in
flue
n
tia
l
o
n
t
h
e
a
tt
it
u
d
es
t
ow
ards
t
h
e
s
u
b-dime
n
s
io
ns
o
f
“
d
en
ia
l”
a
nd
“
c
o
n
tr
ib
u
t
i
on
o
f
rea
d
i
n
g
scie
nc
e text
s to
l
e
a
r
n
i
ng a
n
d sk
i
l
ls.”
The
a
tti
tu
des
of
m
ale
s
t
u
d
e
n
t
s
t
ow
a
r
ds
r
ead
i
ng
sc
ie
nce
te
xt
s
ca
n
be
i
mpr
o
ved
by
m
a
k
i
n
g
th
e
m
m
or
e
ac
t
i
ve
t
hro
u
gh
the
a
c
t
i
v
it
ies
to
b
e
de
ve
lo
pe
d
t
o
t
his
e
nd.
F
rom
t
he
i
r
f
irst
y
e
a
r
onw
ards
,
pre
-
se
rvice
scie
nc
e
teac
hers
s
hou
l
d
b
e
i
n
tro
d
u
c
e
d
t
o
a
c
t
i
v
i
t
ie
s
t
o
e
nc
our
a
g
e
them
t
o
r
e
a
d
s
ci
enc
e
t
e
x
t
s
a
nd
t
h
ey
s
h
o
u
l
d
be
assi
gne
d w
i
t
h
pr
o
je
cts t
h
a
t
w
il
l co
ntr
i
b
u
t
e t
o
t
he
de
v
e
l
o
p
m
ent
o
f
t
he
ir
a
ttit
ude
s
and t
h
e
i
r
lear
ni
n
g
a
nd
sk
il
l
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
Int.
J
. E
v
a
l
. & Re
s
. Educ
.
V
o
l.
8, N
o. 1, Marc
h
20
1
9
:
181
-
18
8
18
8
REFE
RENCES
[1]
Karat
a
y
, H.
, "İlk
ö
ğ
retim türk
çe öğ
retm
en
i ad
ayl
a
rı
nı
n
o
k
u
d
u
ğun
u
anlam
a b
eceril
e
r
i
ü
z
eri
n
e al
an araş
t
ı
r
m
a
sı,
"
Yay
ı
nl
anm
ı
ş
D
o
k
t
or
a Te
z
i
. A
n
k
a
ra
:
Ga
zi
Ün
iv
e
r
s
i
te
s
i
E
ğ
it
im
Bi
l
i
ml
e
r
i E
n
s
t
i
t
ü
s
ü
,
200
7.
[2]
Michalsky
,
T
.,
"Int
egrat
i
ng
s
ki
lls
a
nd
w
ills
ı
nst
r
uction
in
s
el
f
-regul
ated
s
c
i
e
n
ce
tex
t
r
eadi
n
g
f
o
r
s
e
c
o
nd
ary
st
udents
,"
In
t
e
rn
at
ion
a
l Jou
r
n
a
l
of
Sci
e
nce E
d
u
c
ati
o
n
,
v
o
l
.
3
5
(
11),
p
p.
1
84
6–
1873,
2
0
1
3
.
[3]
Balcı
,
A
.
,
"
İlk
öğret
im
8
.
s
ı
nıf
ö
ğ
ren
c
i
l
e
r
i
n
i
n
o
kum
a
y
a
y
önel
i
k
tu
tum
l
arı
ve
o
ku
duğ
un
u
an
lama
dü
zeyl
e
ri
,"
Educat
ion
Sciences
,
vol
.
4
(
4),
p
p
.
13
0
8
-1
33
0,
200
9.
[4]
Başö
ncül
,
N.
v
e
O
l
u
k
,
S.
,
"İlk
öğret
im
8
.
S
ı
n
ı
f
ö
ğ
ren
c
i
l
eri
n
ü
st
biliş
o
kuma
s
tratejil
e
r
ini
kul
l
a
nma
dü
zeyleri
i
le
f
en-
tek
n
o
l
o
j
i
ve t
ürk
çe
ders
b
aşarı
l
arı üzeri
n
e et
kis
i
,
"
Ka
st
am
onu E
ğ
it
im
Der
g
i
s
i
,
vo
l.
1
7
(
1),
p
p.
1
8
3
-194,
2
0
0
9
.
[5]
Gü
ng
ör,
A.,
"Altın
cı,
yed
i
n
c
i
ve
s
eki
z
inci
s
ınıf
ö
ğ
r
en
cil
e
rini
n
okud
uğ
unu
a
n
l
am
a
s
t
rat
e
jilerini
k
u
l
l
a
nm
a
d
ü
zey
leri,
"
Hacettepe Ünive
r
sites
i
E
ğ
itim Fakül
t
esi Derg
i
s
i
,
vo
l
.
28
,
pp
. 1
01
-
1
08
,
2
0
0
5
.
[6]
Bekt
aş
E
sen,
E
.
ve
Y
iğ
it
,
N.
,
"Öğ
r
encil
e
rin
f
e
n
ve
t
ekno
lo
ji
d
e
rsinde
k
ullandıkla
rı
o
k
u
m
a
v
e
yazm
a
s
t
rat
e
jil
e
ri,"
Fen B
ilimleri Ö
ğ
retimi Derg
i
s
i
,
v
ol. 1
(1),
p
p.
23
-
42
, 20
1
3
.
[7]
N
i
g
r
o
,
R
.
G
.
&
T
r
i
v
e
l
a
t
o
,
S
.
F
.
,
"
K
n
o
w
l
e
d
g
e
,
i
t
s
a
p
p
l
i
c
a
t
i
o
n
,
a
nd
a
tt
i
t
udes
a
ssoc
i
a
ted
with
t
he
r
eading
of
d
iverse
gen
r
es o
f
sci
e
nce t
e
xts,"
Int
e
rna
t
ion
a
l
Jou
r
nal
o
f
Sci
e
nce Ed
uca
tion
,
vol.
3
4
(
16),
pp
.
2
529
-25
6
4
, 2
012
.
[8]
Yang
,
F
.
Y
.,
C
h
a
ng
,
C.
C
.,
Che
n
,
L.
L
.
&
Che
n
,
Y
.
C
.,
"
Ex
pl
orin
g
learners
’
b
e
liefs
a
b
o
u
t
s
c
i
en
ce
re
ad
ing
an
d
sci
e
ntific
e
pistemic
b
eli
e
f
s
,
a
nd
thei
r
relat
i
ons
w
it
h
s
c
ien
ce
te
xt
u
nd
e
r
sta
n
d
i
ng
,"
In
ter
nat
ı
o
n
a
l
Jo
ur
nal
of
Sc
ı
ence
Educat
ı
on
,
v
o
l
.
38(1
0
),
pp.
1
5
91–1
606
,
2
01
6.
[9]
Yen,
M
.
H
.
,
W
a
n
g
,
C.
Y
.
,
C
han
g
,
W
.
H
.
,
C
h
e
n,
S
.,
H
su,
Y.
S
.
&
L
iu,
T
.
C
.
,
"
Assessing
me
t
acognitive
co
mponents
in
s
e
l
f
-regu
late
d
read
ing
o
f
s
ci
ence
text
s
in
e
-bas
ed
e
n
v
i
r
on
me
nts,"
In
te
rna
t
io
na
l J
o
urna
l o
f
Sc
ie
nc
e
a
n
d
Mathematics Education,
vol.
16(5
)
,
p
p.
797
-81
6
,
20
18.
[10]
Bayat
,
N
.
v
e
Y
ü
ce,
S
.
,
"
Met
a
f
o
rik
açım
l
aman
ın
f
en
m
eti
n
l
e
rini
a
nl
am
aya
etk
i
si,"
J
o
urna
l of Lan
g
u
a
g
e
Edu
c
a
t
io
n
an
d R
e
sea
r
ch
, v
ol.
1
(
3
)
, p
p.
1-1
4
,
2
01
5.
[11]
Usta,
A
.
,"İ
l
köğr
et
i
m
f
en
b
ilgis
i
derslerinde
öğrenme
s
tillerine
d
ayal
ı
öğret
i
m
et
ki
n
likle
rin
i
n
öğ
re
nc
i
e
r
işi
v
e
tu
tumlara etk
i
s
i
,"
Ya
y
ı
nlan
m
ı
ş
Yü
ksek L
i
sa
ns
T
e
zi.
Kon
y
a: S
e
lçuk
Üni
versit
e
si So
syal
Biliml
e
r E
n
s
t
i
t
üsü
, 2
00
6.
[12]
S
e
rin
,
U
.,
S
e
ri
n,
O
.
v
e
K
esercio
ğ
lu, T., "
E
ğ
iti
m
f
akü
l
t
e
leri
i
l
köğre
t
i
m
bölümü
ö
ğre
n
cil
e
ri
n
i
n
f
e
n
bilimleri
ne
y
önel
i
k
tu
tumlarının
bazı
değ
iş
kenl
er
açıs
ı
n
d
an
karşılaştı
r
ılm
as
ı,
"
E
ğ
it
i
m
v
e
Bi
lim
, vo
l
.
3
0
(
1
38
),
p
p
. 3
8-4
4
,
2
00
5.
[13]
Ak
gü
n,
A
.
,
A
ydın
,
M
.
v
e
S
ünkür,
M
.
Ö
.
,
"İl
k
ö
ğ
ret
i
m
bö
lümü
ö
ğren
c
i
l
e
r
i
n
in
f
e
n
d
e
r
s
l
e
r
in
e
y
ö
n
e
li
k
tu
tu
m
l
a
r
ın
ın
çeşi
t
l
i
d
eğiş
kenlere g
ö
re i
ncel
enm
e
si,"
A.
Ü
.
B
a
yb
urt
E
ğ
i
t
im Fakül
t
esi Dergisi,
vol
.
2(2
)
,
p
p
.
1-14
,
2
00
7.
[14]
İşeri
,
K
.
,
"
İlk
ö
ğ
r
etim
i
k
i
nci
kadem
e
ö
ğ
r
enci
lerinin
ok
um
a
tutu
m
ların
ı
n
incel
enm
e
si,"
U
l
u
s
la
ra
ra
s
ı
İ
nsan B
ilimleri
Dergisi,
vol.
7(2),
p
p
.
4
68
-4
87
,
201
0.
[15]
At
eş,
S.
v
e
Baş
a
ran,
M
.
"İlkö
ğ
r
e
t
i
m
b
e
şi
nci
sı
nıf
öğren
cil
e
rin
i
n
oku
m
a
ya
i
lişk
i
n
tu
tuml
arının
i
ncelenm
e
s
i
,"
Ga
z
i
E
ğ
i
tim Fak
ü
l
t
es
i Dergisi,
vol.
29(1),
p
p.
7
3
-
92,
2
0
0
9
.
[16]
S
a
ll
abaş,
M
.
E
.,
"zRelat
i
o
n
s
h
ip
b
etw
een
8
t
h
g
rad
e
s
ec
o
n
d
a
ry
s
ch
ool
s
tu
den
t
s
’
r
eadi
n
g
at
titu
d
e
s
an
d
re
ad
in
g
com
p
re
h
e
ns
io
n
ski
l
ls,
"
İ
nö
nü
Univer
si
ty
Jo
ur
nal o
f
t
h
e F
a
cu
lty
of
Ed
ucatio
n
,
vol.
9(16
),
p
p.
141
-1
5
5
,
200
8.
[17]
Ün
al,
E.
"
İlk
ö
ğ
r
etim
öğ
renci
l
erinin
e
l
e
ş
tirel
o
kum
a
b
ecerileri
i
le
o
kuduğunu
anl
a
ma
v
e
okuma
y
a
ilişkin
tu
t
u
ml
arı
arası
ndaki
ilişk
i
,
"
Ya
y
ı
nl
an
m
ı
ş
Yü
ksek L
i
s
ans
Tez
i
.
Es
ki
ş
ehi
r
: Eski
ş
eh
ir
O
s
m
angaz
i Ünivers
i
t
e
si
S
o
s
y
al Bili
m
l
e
r
Ens
t
i
t
üsü
, 20
0
6
.
[18]
Ak
gü
n,
Ö
.
E.,
Büy
ü
k
ö
ztü
r
k,
Ş
.,
D
em
irel,
F
.
,
Karad
e
ni
z
Ş
.
v
e
Kıl
ı
ç
Ç
a
k
m
a
k
,
E
.
,
"
B
i
l
i
m
s
e
l
a
r
a
ş
t
ı
r
m
a
y
ö
n
t
e
m
l
e
r
i
(
2
1
.
Baskı),"
Pegem Y
a
y
ı
nlar
ı
,
An
kara
2
01
6.
[19]
Ku
mlu,
G
.
D.
,
K
u
ml
u,
G
.
ve
Y
ürü
k
,
N.
"
Ü
n
ivers
ite
ö
ğ
r
encileri
i
ç
i
n
f
en
m
etinl
e
rin
i
oku
m
a
y
a
y
ön
eli
k
t
u
t
um
öl
çeğinin gelişti
r
ilmesi: ge
çer
l
i
k
ve
güv
eni
r
li
k
çalışm
a
s
ı
,
"
Kas
t
a
m
onu E
ğ
i
t
i
m
D
e
rgis
i,
v
o
l
.
25
(1),
p
p
. 20
3
-2
20
,
20
17
.
[20]
Gü
ney
l
i,
A
.,
"
M
e
t
i
n
türl
erin
e
g
ö
re
o
k
u
d
u
ğ
unu
a
nlam
a
beceri
s
i
n
in
s
ı
n
an
mas
ı
(
Tü
rki
y
e-Kuzey
K
ı
b
rıs
Tü
rk
Cumhuriye
ti
üniversitel
e
ri
ü
zerinde
b
ir
a
raş
t
ı
r
ma),
"
Yay
ı
nlan
ma
m
ı
ş
Yüksek L
i
sa
n
s
T
e
z
i
.
Anka
ra
:
An
kar
a
Üniversit
e
s
i
Sos
yal Bi
l
i
mler
En
st
i
t
üsü
,
2
003
.
Evaluation Warning : The document was created with Spire.PDF for Python.