읽기 동기 수준에 따른 고등학생의 추론적 이해의 차이

Abstract

Objectives The purpose of this study is to analyze the difference in high school students' inferential comprehension according to the level of reading motivation. Methods Reading motivation and inferential comprehension of 517 high school students were measured using reading motivation and inferential comprehension tests. Based on the response results, descriptive statistics and correlations were confirmed using Google's colab, and the effect size was calculated with Cohen's d. Results First, the correlation coefficient between reading motivation and inferential comprehension was .308, and the reading efficacy factor showed the highest correlation with inferential comprehension. A difference of about 0.51 was confirmed when calculating the effect size for inferential understanding between a group with high reading motivation and a group with low reading motivation. Second, the correlation between reading motivation and inferential comprehension was high in both the high and low reading motivation groups. Third, when calculated by the effect size, a difference of about 0.19 was confirmed in the inferential comprehension by gender of the group with high motivation to read, but a difference of about .01 was confirmed in the inferential comprehension by gender in the group with low motivation to read. Conclusions First, it is necessary to consider reading motivation when teaching reasoning comprehension, and it is necessary to check reading motivation in advance and design teaching and learning considering it when teaching reasoning comprehension targeting students with low reading motivation. Second, when teaching literature subjects that mainly deal with narrative texts, it is necessary to check students' reading motivation and consider it, and the use of narrative texts can be effective when teaching inferential understanding. Third, if female students are expected to have a higher level of inferential understanding than male students, and instruction in reading may not achieve the intended educational effect.