The effect of question-asking training on 7th grade students' reading comprehension skills, metacognition and academic self-confidence

The aim of this study is to examine the effect of question-asking training given to 7th grade middle school students on students' reading comprehension skills, metacognition, and academic self-confidence and to determine students' views on question-asking. To realize this aim, the embedded mixed design, one of the mixed method designs, was used in the study. In the quantitative dimension of the study, "quasi-experimental research including a pre-test and post-test design with a non-equivalent control group" was utilized. The SPSS package program was used in statistical analyses related to the research. Quantitative data were collected through the use of the Metacognitive Awareness Scale for Children, Reading Comprehension Achievement Testi, and Turkish Language Academic Self-Confidence Scale" as pre-tests and post-tests. In the qualitative dimension of the study, a case study design was employed, and content analysis was conducted. Qualitative data were collected using the "Semi-Structured Student Interview Form, Focus Group Interview Form, Weekly Activity Evaluation Form." According to the quantitative findings, a statistically significant difference in favor of the experimental group was found between the reading comprehension success of the students in the experimental group, where questioning training was applied, and the reading comprehension success of the students in the control group. However, no significant difference was found between the groups in terms of metacognitive awareness and academic self-confidence. Qualitative findings revealed that students in the experimental group had positive views and impressions regarding question-asking training. It was determined that the implementation improved students' question-asking skills, contributed most to reading comprehension among language skills, and increased students' participation in the lessons, their interest in the lessons, and their academic achievement in terms of the instructional process, and thus was beneficial to the students. It was observed that students had the most difficulty in preparing and answering questions at higher cognitive levels.