Efficacy of Supplementary Image Schemes on Reading Motivation and Comprehension

Yu-Ming Chang; I-Chen Wang; Min-Yuan Ma

doi:10.12973/eurasia.2016.1503a

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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, Taiwan² 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.

Keywords

reading comprehension
reading motivation
passive supported image pedagogy
active supported image pedagogy

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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

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

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

Publication date: 20 Mar 2016

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How to cite this article

APA

Chang, Y.-M., Wang, I.-C., & Ma, M.-Y. (2016). Efficacy of Supplementary Image Schemes on Reading Motivation and Comprehension. Eurasia Journal of Mathematics, Science and Technology Education, 12(5), 1153-1162. https://doi.org/10.12973/eurasia.2016.1503a

Vancouver

Chang YM, Wang IC, Ma MY. Efficacy of Supplementary Image Schemes on Reading Motivation and Comprehension. EURASIA J Math Sci Tech Ed. 2016;12(5):1153-62. https://doi.org/10.12973/eurasia.2016.1503a

AMA

Chang YM, Wang IC, Ma MY. Efficacy of Supplementary Image Schemes on Reading Motivation and Comprehension. EURASIA J Math Sci Tech Ed. 2016;12(5), 1153-1162. https://doi.org/10.12973/eurasia.2016.1503a

Chicago

Chang, Yu-Ming, I-Chen Wang, and Min-Yuan Ma. "Efficacy of Supplementary Image Schemes on Reading Motivation and Comprehension". Eurasia Journal of Mathematics, Science and Technology Education 2016 12 no. 5 (2016): 1153-1162. https://doi.org/10.12973/eurasia.2016.1503a

Harvard

Chang, Y.-M., Wang, I.-C., and Ma, M.-Y. (2016). Efficacy of Supplementary Image Schemes on Reading Motivation and Comprehension. Eurasia Journal of Mathematics, Science and Technology Education, 12(5), pp. 1153-1162. https://doi.org/10.12973/eurasia.2016.1503a

MLA

Chang, Yu-Ming et al. "Efficacy of Supplementary Image Schemes on Reading Motivation and Comprehension". Eurasia Journal of Mathematics, Science and Technology Education, vol. 12, no. 5, 2016, pp. 1153-1162. https://doi.org/10.12973/eurasia.2016.1503a