Efficacy of Supplementary Image Schemes on Reading Motivation and Comprehension
Yu-Ming Chang 1
,  
I-Chen Wang 2  
,  
 
 
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1
Department of Multimedia and Entertainment Science, Southern Taiwan University of Science and Technology, Tainan, Taiwan
2
Department of Industrial Design, National Cheng Kung University, Tainan, Taiwan
CORRESPONDING AUTHOR
I-Chen Wang   

Department of Industrial Design, National Cheng Kung University, Tainan, Taiwan, No.1, University Road, 701 Tainan, Taiwan
Publish date: 2016-03-20
 
EURASIA J. Math., Sci Tech. Ed 2016;12(5):1153–1162
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ABSTRACT
This study examines the efficacy of three teaching methods, namely, passive supported image pedagogy, active supported image pedagogy, and traditional instruction, in increasing the reading motivation and comprehension of students. 116 fourth-grade students participated in the study and were evenly assigned, according to their pre-test performance, to one of three groups: “Passive Supported Group” (PSG), “Active Supported Group” (ASG), and “Text-only Group” (TOG). The PSG was asked to read a text with images; the ASG was asked to read the text and reconstruct the main ideas through image selection; and the TOG was asked merely to read the text. After eight weeks of reading-training, the three groups were asked to complete post-tests. Following this, independent-samples t-test and paired-samples t-test were used to analyze the results. Based on the results, active supported image pedagogy was found to be the most effective method for improving the reading motivation and comprehension of students.
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ISSN:1305-8215