International Journal of Progressive Education, Volume 13 Number 3, 2017 © 2017 INASED 31 The Examining Reading Motivation of Primary Students in the Terms of Some Variables Merve Atas Biyiki Karadeniz Technical University Tolga Erdoganii Karadeniz Technical University Mustafa Yildiziii Gazi University Abstract The purpose of this research, is to examine reading motivation of the primary 2, 3 and 4th grade students in the terms of gender, class and socioeconomic status. Research is structured according to model of survey in the descriptive type. In the collection, analysis and interpretation of the data “mix method”. The sample consists of total of 769 students studying in the same province including class 2, 3 and 4 in three different schools. Research data is collected by scale of Motivation to Read Profile. According to the survey results, however students' value of reading is affected class and gender variables, students' value of reading is not affected by socioeconomic status. The value of reading of 3rd grade students is higher than 4th grade students. The value of reading of girls is higher than male students. Self-concept as reader and reading motivation of students variate depend on class, gender and socioeconomic status. In addition, reading motivation of 2nd grade students is higher than the 4th grade students. Self-concept as reader and reading motivation of students having upper socioeconomic status are than self-concept as reader and reading motivation of students having lower and middle socioeconomic status. Keywords: reading, motivation, reading motivation, self-concept as a reader, value of reading This research was produced from the master's thesis completed on 12 January 2015 ------------------------------- iMerve Atas Biyik, Res. Asst., Department Of Primary Teacher Education, Karadeniz Technical University, Trabzon, Turkey. Correspondence: [email protected] iiTolga Erdogan, Assoc. Prof. Dr., Department Of Primary Teacher Education, Karadeniz Technical University, Trabzon, Turkey. Email: [email protected] iiiMustafa Yildiz, Assoc. Prof. Dr., Department Of Primary Teacher Education, Gazi University, Ankara, Turkey. Email: [email protected] International Journal of Progressive Education, Volume 13 Number 3, 2017 © 2017 INASED 32 Introduction Changes and innovations taking place in nowadays require individuals composing the society to improve themselves. With the start of information age, individuals face of being literate in many fields of life reality such as maintaining their daily lives, gaining desired success, adjusting technology, forming a social environment, spending their free times more constructively. In this respect, linguistic skills require the usage of four basic linguistic skills effectively beyond being literate. "Reading" is the most important one of these basic linguistic skills. "Reading is an important factor widening individual's world, forming his/her personality and connecting him/her to others." (Demirel, 2003, s.78). According to Sever (2004, s. 14), "Reading is an effective learning tool, not only for students but for everyone to open up to a wide information universe, to improve thought and sensitivity and to enter a healthy communication with society. According to Güneş (1997, s. 4), one of the common features of reading, among its definitions, is that reading is a complex behavior containing several skills. When reading process is examined, it is seen that many mental mechanisms participate in this process and work in coordination. Several mechanisms can be counted within the mental mechanisms that play an effective role in reading process, such as memory, attention, auditory perception, usage of high level language skills. Along with mental mechanisms that are used in reading process, some emotional mechanisms are also mentioned. One of these emotional mechanisms is motivation. According to Akyol (2011, s.5), Baker and Wigfield (1999, s.452), reading is an activity requiring motivation since it is an activity that children may prefer to do or not. Motivation is one of the key factors in learning reading and improving it. Even if a reader has strong cognitive skills, if his/her motivation for reading is not at adequate level, s/he doesn't make sufficient time for reading. Psychological structure of a student is one of the most effective factors in achieving a good reading level. Carrying a student who got up to a certain level in perception and thinking processes of mind, to emotional maturity is also important. (Demirel, 2003, s.77). According to Akyol (2009), it should be aimed that every kid explores that reading is a delightful activity and experiences the success. Motivation is one of the key factors in terms of learning and improving reading, value parted with reading and reader's sense of self. According to Atkinson and Hilgard (1995, s.435), if we look at definition of motivation, factors energizing the behavior and leading it are called motivation. In fact, source of motivation is physical, psychological or social requirements of an individual. In that case, motivation is a driving power that activates an individual for exhibiting required behaviors and reaching to a certain goal in certain situations. (Balaban, 2006, s.169). In other words, motivation is about reasons leading individuals to behaviors. When it is thought in terms of student and learning, motivation can be thought as direction of effort providing student with a desire in learning (Eryaman & Genc, 2010). However, motivations differs regarding courses, subjects and fields else than being a general subject. (Yıldız, 2010, s.29). Reading is also included in motivation, which has a wide scope. Guthrie and Wigfield (2000, s.405) explain motivation to read as "Personal goals, values and beliefs that effect reading periods, results and subjects." Until 1990's, the researches about reading motivation are quite limited. Being a factor (motivation) that determines individuals to prefer or not an activity, it has been effective for researchers to incline to motivation subject (Eccles, Wigfield and Schiefele, 1998). Highly motivated readers are more successful in decision-making on their own and creating reading opportunities. These students are enthusiastic about reading and they choose reading for many International Journal of Progressive Education, Volume 13 Number 3, 2017 © 2017 INASED 33 personal reasons, such as curiosity, instinct satisfaction, attention, social changes. (Gambrell, Palmer, Codling ve Mazzoni, 1996). According to Guthrie (1996), highly motivated readers create their literacy opportunities and they determine their fate by doing this as individuals learning literacy (Gambrell, Palmer, Codling and Mazzoni, 1996). Some recent theories claim that skill for sense of self and value parted with duty are main determinants of motivation and work responsibility. For example, Eccles (1983) developed the "expectancy-value theory", which indicates that motivation is strongly affected by the expectancy of individual for success or failure. Eccles's expectation component is supported by some researches claiming that students and readers who believe that they are talented display better performance than individuals who don't believe such things. In addition, students who believe that reading are worthful and important, make a more planned and zealous effort for reading skill (Gambrell, Palmer, Codling ve Mazzoni, 1996). When literature is examined, different dimensions of reading motivation are discussed in researches made about motivation to read (Yıldız, 2013; Ciampa, 2012; Jones and Brown, 2012, İleri, 2011). Motivation to read is examined within the frame of many concepts, such as interior and exterior motivation, self-efficacy, interest, goal, attitude, and worth. Within the scope of this research, motivation to read is discussed with the dimensions of "value of reading" and "self concept as a reader" as distinct from other researches. Points generated from these two dimensions lay out the reading motivation profiles of students. It is thought that determining how much students value reading and how they evaluate themselves as a reader, is a determining factor for teachers, families, students and relevant institutions. Motivation, which is important for doing a work, is one of the essential factors with regard to reading skill. It is known that doing a work willfully affects the success of individuals. Using a skill willfully like reading, which is extremely important, will affect the value parted with reading and reader's sense of self. In this research, motivation to read is discussed within the frame of these two concepts. Value of reading is a concept expressing how much importance individuals attach when reading. Self concept as a reader is a concept indicating as what kind of reader individuals think of themselves. It is thought that value of reading and self concept as a reader varies depending on beliefs, values and goals of readers. In this research, motivation to read is examined in terms of socio- economic level, grade and gender variables. Answers of such questions are searched for in research: 1. At what level are the self concept as a reader, value of reading and motivation to read of students? 2. Does value of reading of students vary depending on gender, grade and socio- economic level? 3. Does self concept as a reader of students vary depending on gender, grade and socio- economic level? 4. Does motivation to read of students vary depending on gender, grade and socio- economic level? 5. What are the opinions of students about reading narrative texts? 6. What are the opinions of students about reading informative texts? 7. What are the opinions of student about general reading? Method Research was conducted in screening model. "Mixed method", which is composed of quantitative and qualitative methods, is used in collecting, analyzing and interpreting data obtained in research. Main assumption of mixed method is that qualitative and quantitative methods will be used jointly; therefore research problem and questions will be understood and examined better (Cresswell, 2008). International Journal of Progressive Education, Volume 13 Number 3, 2017 © 2017 INASED 34 Population and Sample Population of research is 2nd, 3rd and 4th grade students of a primary school, which locates in the center of Trabzon. Sample group consists of 2nd, 3rd and 4th grade students of three primary schools, which are chosen in accordance with socio-economic level, which is one of the variables of the research. In research, data are collected over 769 students. When participant students are examined depending on gender distribution, 49% of students are female student and 51% of students are male students. Distribution of students, included in research group, depending on grade, gender and socio-economic level are given in Table 1. Table 1. Distribution of students, included in research group, depending on grade, gender and socio-economic level Variable Categories N % Female 374 48.6 Gender Male 395 51.4 Socio-economic Level Low 249 32.4 Medium 244 31.7 High 276 35.9 Grade level 2 243 31.6 3 271 35.2 4 255 33.2 Total 769 100 When distribution of students participated in research is examined depending on gender, it is seen that 49% of students are female (N=374), 51% of students are male (N = 395). When distribution of students participated in research is examined depending on socio-economic level, it is seen that approximately 32%of students (N=244) come from lower socio-economic level, approximately 32% of students (N=244) come from medium socio-economic level, and approximately 36% of students (N=276) come from high socio-economic level. When distribution of students participated in research is examined depending on grade levels, it is seen that approximately 32% of students (N=243) are at second grade, approximately 35% of students are at third grade and approximately 33% of students are at fourth grade. Data Collection Tools In research, data is collected by using Motivation to Read Profile (MRP) adapted to Turkish by Yıldız (2013). MRP consists of two basic tools; Reading Survey with 20 items, which can be applied from second grade to sixth grade, and an interview form with 14 questions. Reading Survey consists of two factors; (10 questions) about value of reading and (10 questions) about self concept as a reader. At the end of reliability studies of MRP scale, two items with a low factor value were removed from scale and final survey form is constituted. Interview form consists of 3 sections. First section examines motivational factors related to reading narrative texts, second section examines information about informative reading, and third section examines general factors about motivation to read. Analysis of Data In analysis of data, a package program, Statistical Packages for the Social Sciences (SPSS), is used. Comparative analysis (T-Test and ANOVA) are used in research to examine whether motivation to read changes depending on grade, gender and socio-economic level. Gathered data is analyzed with t-test and ANOVA. Descriptive analysis is used in analysis of data gathered from interview. In descriptive analysis, direct quotations are often made to reflect opinions of observed individuals or interviewees. Gathered data are presented as organized and interpreted. For this International Journal of Progressive Education, Volume 13 Number 3, 2017 © 2017 INASED 35 purpose, gathered data are systematically and clearly described. Descriptions are explained, interpreted, studied in terms of cause and effect relation, and a result is reached (Yıldırım and Şimşek, 2011). Accordingly, data gathered as a result of interview is interpreted by organizing it under certain themes. Findings Findings about comparison of motivation to read of students, depending on gender, grade level and socio-economic level, are shown in tables below. Findings about First Research Question Table 2. Findings about self concept as a reader, value of reading and motivation to read of students. Dimension X SS Self concept as a reader 28.22 4.28 Value of reading 30.56 3.54 Motivation to read 58.78 6.58 When Table 2 is examined, arithmetic averages related to scores of motivation to read, which consist of self concept as a reader, value of reading and sum of these two dimensions, are given. Arithmetic averages of students for self concept as a reader is (X =28.22), value of reading is (X =30.56), motivation to read is (X =58, 78). Value of reading of students is higher than self concept as a reader of students. Motivation to read is at mid level. Findings about Second Research Question Findings of t-test about comparison of value of reading of students depending on gender are given in table below. Table 3. T-test results about comparison of value of reading of students to gender Dimension Gender N X SS sd t p Female 374 31.45 2.93 767 6.96 .000 Value of reading Male 395 29.72 3.86 When Table 3 is examined, it is seen that there is a meaningful discrepancy (t (767) = 6, 96, p<.05) in dimension of value of reading of motivation to read, in favor of females. It can be said that value of reading of female students is higher than value of reading of male students. Conducting ANOVA test is required to compare motivation to read of students to grade level. Before conducting ANOVA test, average values and standard deviation values related to value of reading, self concept as a reader and motivation to read depending on grade level are determined. Average values and standard deviation values about value of reading of students depending on grade level are shown in Table 4. Table 4. Average values and standard deviation values about value of reading of students depending on grade level OMP Dimensions Grade Level N X SS 2 243 30.66 3.62 Value of reading 3 271 31.01 2.88 4 255 30.00 4.01 Total 769 30.56 3.54 International Journal of Progressive Education, Volume 13 Number 3, 2017 © 2017 INASED 36 According to Table 4, when arithmetic averages of points, which students take from the dimension of value of reading of motivation to read scale, are examined in terms of grade level; it is seen that 3rd grade students got the highest score (X =31.01), then respectively 2nd grade students ( X =30.66) and 4th grade students (X =30.00) follow them. Differentiation of value parted with reading of students depending on grade level is shown in Table 5. Table 5. ANOVA findings of value parted with reading of students depending on grade level Source of Sum of Average of meaningful Dimension sd F p Variance squares squares repancy Value of 3rd and 4th Inter groups 137.63 2 68.81 5.52 004 reading des Within groups 9539.29 766 12.45 Total 9676.93 768 When Table 5 is examined, it is seen that there is a meaningful discrepancy between levels of value of reading of students in terms of grade level (F (2- 766) = 5.52, p<.05). According to the results of the Tukey test, that is made to find out between which groups this differentiation is; value of reading of 3rd grade students (X =31.01) is higher than value of reading of 4th grade students (X =30.00). Findings about comparison of value of reading of students with socio-economic level are shown in tables below. Table 6. Average and standard deviation points of value of reading of students depending on socio-economic level OMP Dimensions Socio-economic Level N X SS Low 249 30.33 3.05 Value of reading Medium 244 30.42 3.63 High 276 30.89 3.86 Total 769 30.56 3.54 According to Table 6, when arithmetic averages of points, which students take from the dimension of value of reading of motivation to read scale, are examined in terms of socio-economic level; it is seen that students who are involved in High SED got the highest score (X =30.89), then respectively Medium SED (X =30.42) and Low SED (X =30.33) follow them. Differentiation of value of reading of students depending on socio-economic level is shown in Table 7. Table 7. ANOVA findings of value of reading of students depending on socio-economic level Source of Sum of Average of Meaningful Dimension sd F p Variance squares squares Discrepancy Value parted Inter groups 47.64 2 23.82 1.89 .151 with reading Intra groups 9629.28 766 12.57 Total 9676.93 768 When Table 5 is examined, it is seen that there is no any meaningful discrepancy between levels of value of reading of students in terms of socio-economic level (F(2- 766)= 1.89, p>.05). International Journal of Progressive Education, Volume 13 Number 3, 2017 © 2017 INASED 37 Findings about Third Research Question Findings of t-test about comparison of self concept as a reader of students depending on gender are given in table below. Table 8. Findings of t-test of self concept as a reader of students depending on gender Dimension Gender N X SS sd t p Female 374 29.05 4.38 767 5.29 .000 Self concept as a reader Male 395 27.44 4.05 When Table 8 is examined, it is seen that there is a meaningful discrepancy (t(767)= 5,29, p<.05) in dimension of self concept as a reader of the motivation to read, in favor of females. It can be said that self concept as a reader of female students is higher than self concept as a reader of male students. Findings about comparison of self concept as a reader of students depending on grade level are shown in tables below. Table 9. Average and standard deviation points about self concept as a reader of students depending on grade level OMP Dimensions Grade Level N X SS 2 243 28.48 4.05 Self concept as a reader 3 271 28.56 4.91 4 255 27.61 3.69 Total 769 28.22 4.28 According to Table 9, when arithmetic averages of points, which students take from the dimension of self concept as a reader of motivation to read scale, are examined in terms of grade level; it is seen that 3rd grade students got the highest score (X =28.56), then respectively 2nd grade students (X =28.48) and 4th grade students (X =27.61) follow them. Differentiation of self concept as a reader of students depending on grade level is shown in Table 10. Table 10. ANOVA findings of self concept as a reader of students depending on grade level Source of Sum of Average meaningful Dimension sd F p Variance squares of squares discrepancy Self concept 3rd and 4th Inter groups 140.01 2 70.00 3.83 .022 as a reader grades Intra groups 13989.51 766 18.26 Total 14129.52 768 When Table 10 is examined, it is seen that there is a meaningful discrepancy between levels of self concept as a reader of students in terms of grade level (F(2- 766)= 3.83, p<.05). According to the results of the Tukey test, that is made to find out between which groups this differentiation is; self concept as a reader of 3rd grade students (X =28.56) is higher than self concept as a reader of 4th grade students (X =27.61). Findings about comparison of self concept as a reader of students depending on socio- economic level are shown in tables below. International Journal of Progressive Education, Volume 13 Number 3, 2017 © 2017 INASED 38 Table 11. Average and standard deviation points about self concept as a reader of students depending on socio-economic level OMP Dimensions Socio-economic Level N SS X Low 249 26.93 3.64 Self concept as a reader Medium 244 27.99 3.85 High 276 29.58 4.77 Total 769 28.22 4.28 According to Table 11, when arithmetic averages of points, which students take from the dimension of self concept as a reader of motivation to read scale, are examined in terms of socio- economic level; it is seen that students who are involved in High SED got the highest score (X =29.58), then respectively Medium SED (X =27.99) and Low SED (X =26.93) follow them. Differentiation of self concept as a reader of students depending on socio-economic level is shown in Table 12. Table 12. ANOVA findings of self concept as a reader of students depending on socio- economic level Source of Sum of Average of Meaningful Dimension sd F p Variance squares squares Discrepancy A-O Self concept Inter groups 938.64 2 698.00 16.73 .000 O-Ü as a reader A-Ü Intra groups 13190.88 766 41.71 Total 14129.52 768 When Table 12 is examined, it is seen that there is a meaningful discrepancy between levels of self concept as a reader of students in terms of socio-economic level (F(2- 766)= 16.73, p<.05). According to findings of Tukey test to find out between which groups this differtiation is; it is seen that there is a meaningful discrepancy between Low SED (X =26.93) and High SED (X =29.58) in favor of High SED, between medium SED (X =27.99) and High SED (X =29.58) in favor of High SED. Findings About Forth Research Question Findings of t-test about comparison of motivation to read of students depending on gender are given in table below. Table 13. T-test results of motivation to read of students depending on gender Dimension Gender N X SS sd t p Female 374 60.50 6.03 767 7.26 .000 Motivation to read Male 395 57.16 6.68 When Table 13 is examined, it is seen that there is a meaningful discrepancy (t(767)= 7.26, p<.05) in favor of females. Motivation to read of female students is higher than those of male students. Findings about comparison of motivation to read of students depending on grade level are shown in tables below. International Journal of Progressive Education, Volume 13 Number 3, 2017 © 2017 INASED 39 Table 14. Average and standard deviation points about motivation to read of students depending on grade level OMP Dimensions Grade Level N SS X 2 243 59.14 6.49 Motivation to read 3 271 59.57 6.57 4 255 57.61 6.55 Total 769 58.78 6.58 According to Table 14, when arithmetic averages of total points, which students take from motivation to read scale, are examined in terms of grade level; it is seen that 3rd grade students got the highest score (X =59.57), then respectively 2nd grade students (X =59.14) and 4th grade students ( X =57.61) follow them. Differentiation of motivation to read of students depending on grade level is shown in Table 15. Table 15. ANOVA findings of motivation to read depending on grade level Source of Sum of Average of Meaningful Dimension sd F p Variance squares squares Discrepancy Motivation to 2-4 Inter groups 545.46 2 272.73 6.36 ,002 read 3-4 Intra groups 32802.40 766 42.82 Total 33347.873 768 When Table 15 is examined, it is seen that there is a meaningful discrepancy between total points for motivation to read of student in terms of grade level (F(2- 766)= 6.36, p<.05). According to the results of the Tukey test, that is made to find out between which groups this differentiation is; it is seen that motivation to read of 2nd grade students (X =59.14 is higher than motivation to read of 4th grade students (X =57.61) and motivation to read of 3rd grade students (=59.57) is higher than motivation to read of 4th grade students (=57.61) .X X Findings about comparison of motivation to read of students depending on socio-economic level are shown in tables below. Table 16. Average and standard deviation points about motivation to read of students depending on socio-economic level OMP Dimensions Socio-economic Level N X SS Low 249 57.27 5.31 Motivation to read Medium 244 58.42 6.28 High 276 60.48 7.47 Total 769 58.78 6.58 According to Table 16, when arithmetic averages of total points, which students take from motivation to read scale, are examined in terms of socio-economic level; it is seen that students who are involved in High SED (X =60.48), got the highest score, then respectively Medium SED (X =58.42) and Low SED (X =57.27) students follow them. Differentiation of motivation to read of students depending on socio-economic level is shown in Table 17. International Journal of Progressive Education, Volume 13 Number 3, 2017 © 2017 INASED 40 Table 17. ANOVA findings of motivation to read depending on socio-economic level Source of Sum of Average of Meaningf Dimension sd F p Variance squares squares Discrepancy Motivation to A-Ü Inter groups 1396.01 2 698.00 16.73 .000 read O-Ü Intra groups 31951.86 766 41.71 Total 33347.87 768 When Table 17 is examined, it is seen that there is a meaningful discrepancy between total points for motivation to read of student in terms of socio-economic level (F(2- 766)= 16.73, p<.05). According to findings of Tukey test to find out between which groups this differentiation is; it is seen that there is a meaningful discrepancy between Low SED (X =57.27) and High SED (X =60.48) in favor of High SED, between medium SED (X =58.42) and High SED (X =60.48) in favor of High SED. Findings About Fifth Research Question Findings gathered as a result of interviews made with students are presented in table below. Table 18. Findings about the reading situations of students of narrative texts Narrative texts f Have you read any book or a story that is interesting to you lately? Yes 52. Participants reading informative books 3 I don't remember 1 No 0 How did you get information about this book? Classroom Library 16 Bookseller 9 Gift 7 My family 6 My classmate 4 Shopping Mall 1 Performance Homework 3 Library 2 Teacher recommendation 2 Book Fair 1 City Library 1 Myself 1 Why is this book interesting to you? Interesting events 17 Sudden events 10 Its topic 9 Events full of adventure 7 Main characters and their characteristics 5 One section of the book 4 Not interesting to me. 2 Cover Design 1