The Correlation Between 5Th Graders Screen-Reading Self-Capability Perception and Reading Comprehension Skills

In recent years, with technological advancements knowing no bounds, screen reading is frequently utilized in education. The rapid development of information technologies has shifted education from usıng simple materials towards screen usage. With the widespread use of the internet, people can now access multiple reading materials with just a click. The ease of accessing academic, scientific and various other texts has prompted people to engage in screen reading. The question arises whether reading from screens, rather than printed materials, contributes to the development of individuals' reading comprehension skills. This study aims to determine the relationship between fifth-grade students' self-efficacy perceptions in screen reading and their reading comprehension abilities. A quantitative approach was adopted, utilizing a correlational survey model. The study included 320 fifth-grade students' from Kocasinan district in Kayseri province during the 2022-2023 academic year. To measure fifth-grade students' self-efficacy perceptions in screen reading, the "Screen Reading Self-Efficacy Perception Scale" developed by Hacer Ulu in 2018, was used. To assess comprehension levels of screen reading, different types of texts from fifth-grade curriculum provided by the Ministry of National Education( MEB) were read on screens, followed by comprehension achievement tests. Data analysis was conducted using SPSS 25.0 package program. Statistical analysis and evaluation of the results included t-tests, correlation analysis, Cronbach's alpha reliability test, chi-square goodness ıf fit test, Kolmogorov-Smirnov and Shapiro-Wilk tests. Independent samples t-test analysis of self-efficacy perceptions in screen reading according to gender variables revealed no significant difference in screen reading self-efficacy perception scores based on gender. However, high levels of self-efficacy perceptions in screen reading were observed in both genders. Examination of comprehension levels of screen reading indicated high scores in comprehension achievement tests. Test results also revealed an increase in comprehension levels favoring female students. Correlation analysis showed a positive, high and significant relationship between screen reading self-efficacy perception and comprehension abilities. Findings were compared with other studies in the literatüre and some recommendations were made.