Efficacy of Supplementary Image Schemes on Reading Motivation and Comprehension
Yu-Ming Chang 1, I-Chen Wang 2 * , Min-Yuan Ma 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

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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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.12973/eurasia.2016.1503a

EURASIA J Math Sci Tech Ed, 2016 - Volume 12 Issue 5, pp. 1153-1162

Publication date: 20 Mar 2016

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Article Downloads: 496

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