The effect of using R-books as a textbook in reading comprehension

The main objective of this study is to investigate the effect of the use of r-book, which are an electronic content component, in Turkish language teaching on reading comprehension levels of sixth grade students. A 2x2 split-plot factorial (mixed) design was used in the research. The working group of the research consists of a total of 20 sixth grade students at Hayrettin Ozkan Middle School, Antakya District, Hatay Province in the second term of 2014-2015 academic year. 10 of them are in the experimental group and 10 of them are in the control group. The control group was given a one-theme education in a traditional way with the books provided by the Ministry of Education while the experimental group was given a one-theme computer-aided education with the r-book by a publishing house. That is to say that the same target acquisitions were given to both groups but with different materials for one month. The data obtained in this study were collected through the reading comprehension tests. The data obtained by Computer User Skills and Computer Attitude Scale, Turkish Language Attitude Scale were also utilized in the formation of the groups. Reading comprehension scales of data collection tools were applied as the post-test after the finalization of the experimental procedure. The data obtained were analyzed with SPSS 18.0 software package. In the study, whether the pre-test scores of the experimental and control groups, created before the study in order to keep confounding variables of the groups differed in terms of Reading Comprehension Skills, Computer User Skills and Computer Attitudes, and Turkish Course Attitudes, or not was examined by applying Kruskal Wallis test, and it did not differ. With the end of the study, Kruskal Wallis test was also applied to demonstrate whether there is a significant difference between the post-test scores in terms of reading comprehension levels of the experimental group and the control group, and it was verified that there is a significant difference. Wilcoxon Signed Rank test was applied to the experimental group in order to demonstrate whether there is a significant difference between the pre-test scores and post-test scores of the experimental group in terms of their reading comprehension levels, and it was verified that there is a significant difference. Wilcoxon Signed Rank test was applied to the control group in order to demonstrate whether there is a significant difference between the pre-test scores and post-test scores of the control group in terms of their reading comprehension levels, and it was not verified that there is a significant difference. It did not differ.As a result of analyses made, it has been revealed that the use of r-book in Turkish language teaching has a positive impact on students' reading comprehension.