The effects of station technique on reading comprehension levels of primary school the fourth grade students

In this research, it was aimed to determine the effect of the station technique on the reading comprehension level of primary school 4th grade students. In the research, since the students were not assigned without choice and were assigned to groups from the existing classes, the semi experimental model with the pre-test post-test control group was used. The data of the research were obtained from 4th grade students studying in a primary school in the Central district of Bolu province in the 2022-2023 academic year. Two fourth grade students studying at the same school formed the experimental group (n=32) and the control group (n=32). In the experimental group, the course was carried out with the station tecnique and in the control group with the traditional method. In the research, the "Reading Comprehension Test in Informative Texts" developed by Özdemir (2017) was used to determine the level of reading comprehension of students. Shapiro-Wilk test skew and flatness tests to assess the normality of the data in the study, T-test and impact sizes were used to compare the pre-test and post-test scores of the control and experimental groups. In the research, it was concluded that there was a significant difference in the reading comprehension levels of primary school 4th grade students of the station technique in favour of the experimental group between the experimental group and the post-test success scores of the control group. It has been observed that the teaching practises carried out for the students in the control group do not significantly contribute to the development of the reading comprehension skills. It has been concluded that the station technique contributes more to the development of students' reading comprehension skills than the traditional method.