Differences in the selection and processing of electronic and printed texts from the perspective of Czech secondary school students

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61988987%3A17450%2F24%3AA25039KY" target="_blank" >RIV/61988987:17450/24:A25039KY - isvavai.cz</a>

Výsledek na webu

<a href="https://www.magnanimitas.cz/ADALTA/1402/PDF/1402.pdf" target="_blank" >https://www.magnanimitas.cz/ADALTA/1402/PDF/1402.pdf</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.33543/j.1402.403406" target="_blank" >10.33543/j.1402.403406</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Differences in the selection and processing of electronic and printed texts from the perspective of Czech secondary school students

Popis výsledku v původním jazyce

In the context of ongoing digitisation and robotisation processes, there is an increasing necessity for comprehending texts in electronic formats, which prompts a re-evaluation of the concept of reading literacy. This study aimed to investigate the current reading preferences of 614 secondary school pupils, focusing on their choices concerning text types and genres that facilitate the acquisition of new knowledge. Additionally, the research sought to elucidate the strategies employed by pupils to comprehend unknown vocabulary and the methods utilised for verifying the accuracy of the information read. A particular focus was placed on exploring whether variations in the strategies for understanding unfamiliar words and verification methods are associated with pupils' preferences for specific text formats. The questionnaire survey findings indicate that 75% of participants preferred reading printed books, with science fiction and fantasy genres as the primary sources for acquiring new knowledge, chosen by 34.2% of respondents. Over half of the pupils (51.3%) reported that their approach to understanding unfamiliar words involves inferring meaning from the context of the surrounding text. When verifying their comprehension of the material read, 63% of respondents indicated a reliance on the strategy of repeated reading. Interestingly, the study did not reveal a significant correlation between pupils' preferences for electronic versus printed texts and their chosen strategy for understanding unknown vocabulary. However, it was revealed that pupils' preferences for text formats exhibit statistically significant differences concerning the methods employed to assess their comprehension of the information studied.

Název v anglickém jazyce

Differences in the selection and processing of electronic and printed texts from the perspective of Czech secondary school students

Popis výsledku anglicky

In the context of ongoing digitisation and robotisation processes, there is an increasing necessity for comprehending texts in electronic formats, which prompts a re-evaluation of the concept of reading literacy. This study aimed to investigate the current reading preferences of 614 secondary school pupils, focusing on their choices concerning text types and genres that facilitate the acquisition of new knowledge. Additionally, the research sought to elucidate the strategies employed by pupils to comprehend unknown vocabulary and the methods utilised for verifying the accuracy of the information read. A particular focus was placed on exploring whether variations in the strategies for understanding unfamiliar words and verification methods are associated with pupils' preferences for specific text formats. The questionnaire survey findings indicate that 75% of participants preferred reading printed books, with science fiction and fantasy genres as the primary sources for acquiring new knowledge, chosen by 34.2% of respondents. Over half of the pupils (51.3%) reported that their approach to understanding unfamiliar words involves inferring meaning from the context of the surrounding text. When verifying their comprehension of the material read, 63% of respondents indicated a reliance on the strategy of repeated reading. Interestingly, the study did not reveal a significant correlation between pupils' preferences for electronic versus printed texts and their chosen strategy for understanding unknown vocabulary. However, it was revealed that pupils' preferences for text formats exhibit statistically significant differences concerning the methods employed to assess their comprehension of the information studied.

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2024

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Ad Alta: Journal of Interdisciplinary Research

ISSN

1804-7890

e-ISSN

2464-6733

Svazek periodika

—

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

4

Strana od-do

403-406

Kód UT WoS článku

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EID výsledku v databázi Scopus

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