The effect of open-ended questions on students' reading comprehension achievement in Turkish lessons

Every person asks many questions in life, knowingly or unknowingly. Question is an important component of educational activities. The aim of this research is to reveal the effects of measurement and evaluation practices using open-ended questions in Turkish lessons on students' reading comprehension (comprehension, vocabulary and fluent reading) skills, based on both quantitative and qualitative findings. Mixed method was adopted in this research. A quasi-experimental design with a pretest-posttest group was adopted among the quantitative research methods, and a case study was adopted among the qualitative research methods. The sample group of the research is the second half of the 2024-2025 academic year. The study consists of 40 7th grade students (20 in the experimental group, 20 in the control group) studying in public secondary schools affiliated with the Ministry of Education in Mersin province during the period. A Turkish achievement test was used when collecting quantitative data, and a semi-structured interview form was used when collecting qualitative data. 2019 TCC was taken as basis when creating the open-ended questionnaires to be used in the experimental process. While analyzing the data, SPSS was used in the quantitative method and descriptive analysis technique was used in the qualitative method. As a result of the research, it was found that using open-ended questions in Turkish lessons improved students' reading comprehension skills; It has been determined that it positively affects vocabulary, comprehension and fluent reading success. In addition to this, it has been determined that the use of open-ended questions during the experimental process positively affects students' perspectives and knowledge of open-ended questions.