The Effect of Using Critical Reading in 5th Grade Science on Students’ Academic Achievement, Science Performance and Creativity

Abstract

This study examined the effect of using critical reading in scientific texts on students’ academic achievement, science performance level and creativity. The study was conducted with 5th grade students in Ereğli, Zonguldak during the 2017-2018 academic year. The study group consisted of a total of 34 students, 17 in the experimental group and 17 in the control group. Activities based on critical reading were carried out with the experimental group, whereas traditional activities from the 5th grade science curriculum were employed with the control group. The “Multiple Choice Academic Achievement Test”, the “Science Performance Level Test” and the “Torrance Test of Creative Thinking” were administered to both groups as a pre-test prior to the study and as a post-test once the study was completed. The data were analyzed with the dependent and independent samples t-Test using the SPSS package program. The study results revealed a significant difference in science performance level and creativity between the experimental and control groups favoring the experimental group. However, there was no significant difference in academic achievement between the experimental and control groups. Critical reading practices can be used in science lessons to improve students’ high-level skills, and critical reading activities can be developed alongside scientific texts for multiple grade levels.