Abstract
The aim of the present study was to examine the effect of the systematic use of comics as a literary-didactic method to reduce gender differences in reading literacy and reading motivation at the primary level of education. It was assumed that the use of comics would have a positive effect on pupils’ reading literacy and reading motivation, while also reducingthe aforementioned differences between boys and girls. The dimensions of reading literacy and reading motivation were examined in experimental and control groups, before and after the intervention, by means of questionnaires and tests for pupils. The sample consisted of 143 pupils from second to fifth grade from two Slovenian primary schools in a rural environment, of which 73 pupils participated in the experimental group and 70 pupils represented the control group. Effects of the use of comics as a literary-didactic method were not found: using comics as a literary-didactic method did not have a statistically significant effect on pupils’ reading literacy and reading motivation. However, when the four-way structureof the research (taking into account the age and gender of the pupils) was considered, some subgroups showed a statistically significant increase in reading interest and attitude towards reading. No reduction of gender differences in reading literacy and reading motivation was found. Based on the results, guidelines for further research are established and suggestionsare offered for teachers’ work.
Highlights
International studies assessing pupils’ knowledge show differences between genders in various fields of education, encouraging the exploration of gender differences in reading and reading literacy (e.g., Below, Skinner, Fearrington & Sorrell, 2010; Lynn & Mikk, 2009)
The results show that reading literacy among Slovenian pupils is increasing, with girls achieving higher performance in each year of Slovenian participation in the survey (Doupona Horvat, 2012; Prvi rezultati PIRLS 2011, n. d.)
In order to determine the effect of comics as a literary-didactic method to reduce the gender differences in pupils’ reading literacy and reading motivation at the primary level of education, the effect of pupils’ inclusion in the quasiexperimental programme on aspects of reading literacy and reading motivation was investigated
Summary
International studies assessing pupils’ knowledge show differences between genders in various fields of education, encouraging the exploration of gender differences in reading and reading literacy (e.g., Below, Skinner, Fearrington & Sorrell, 2010; Lynn & Mikk, 2009). The latest results in the most notable educational studies, PISA and PIRLS, are as follows: PISA (pupils in the transition from primary to secondary school) shows Slovenian pupils achieving lower results than the OECD average (scoring 481 points, compared to the OECD average of 496 points), while the difference between genders is higher than the OECD average (girls average: 510 points, boys average: 454 points). The results have deteriorated in comparison with surveys conducted in previous years (Štraus, Šterman Ivančič & Štigl, 2013). PIRLS (fourth grade primary school pupils) reveals the difference between genders in reading literacy. The results show that reading literacy among Slovenian pupils is increasing, with girls achieving higher performance in each year of Slovenian participation in the survey The results show that reading literacy among Slovenian pupils is increasing, with girls achieving higher performance in each year of Slovenian participation in the survey (Doupona Horvat, 2012; Prvi rezultati PIRLS 2011, n. d.)
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