Effect of hypertextual reading on academic success and comprehension skills

As computer technology developed, hypertexts emerged as an influential environment for developing language skills. This study aims to evaluate a text prepared in a hypertextual environment and its effects on academic success and comprehension skills. In this study, “preliminary test final test control group experimental pattern” was used as the experimental model. The study group is comprised of 61 students in the 8 grade of primary education. The data of the present study were collected using the “Success Test for Understanding What You Listen to/Read (STULR)” (Cronbach Alpha=0,83), prepared by the researchers; and analyzed using the SPSS 16 software. In this study, results indicate that hypertextual reading is more effective in terms of developing students’ comprehension skills, compared to traditional education.


INTRODUCTION
Language education is based on the comprehension and descriptive/explanatory skills.These skills cannot be separated from each other.Comprehension skills are crucial, as they serve as a platform for developing other skill sets.Comprehension skills include reading, listening and observation (Carrell, 1998;Good et al., 2001;Temizkan, 2009).
The importance of these skill sets requires that new materials and techniques are in constant review.Computers have advanced greatly since their first commercial use in the 1960s.They have developed from expensive, cumbersome devices to powerful but affordable tools used in modern life for both professional and leisure activities.Their use in education has increased dramatically in recent years and now computers and related technologies are in most schools all over the world.
Advances in technology are inevitably reflected in educational systems.In most developed countries education has been penetrated by Information Technologies (IT).Many teachers use computers and new technologies while teaching and many textbooks have included new technologies (Hicks and Holden, 2007;Pilli and Aksu, 2013).Most educators and researchers try to use these new technologies, and this integration has changed the nature, concepts and methods of work in each subject (Custer, 2000).One of these used in language education is hypertexts.
The "hypertext" concept, which emerged with the focus on computer-internet-aided education as a result of developing technology, is an educational tool of crucial importance in developing comprehension skills (Liou, 1997;Lomicka, 1998;Warschauer and Healey, 1998;E-mail: edurukan007@hotmail.com Tel: +904623777088 Author agree that this article remain permanently open access under the terms of the Creative Commons Attribution License 4.0 International License Felix, 1999;Ganderton, 1999;Brooks, 2002;Konishi, 2003;Çakmak and Altun, 2008).
Hypertexts are generally defined as digital or digitalized, linear and/or non-linear interactive texts.Hypertexts are also defined as one of the sustaining elements of the developing information and communication technologies with regard to reading.Hypertexts are rich reading environments that we encounter in daily life and for educational purposes (Çakmak and Altın, 2008).Hypertext is a system in which a textual part is connected to another textual part through machine-aided references.In this system, users can directly interact with the text (Conklin, 1987).Hypertexts are also multimedia-based information systems in which related documents and data are associated with one another and organized through virtual connections.The first reference studies on hypertext were carried out by Vannervar Bush in 1945.Then, this system was developed by Engelbart, Nelson, Trigg and Shneiderman (Brown, 2000;Sala, 2002;Salmeron et al., 2005;Karadeniz, 2006).The preparation, usage features, advantages and limitations of hypertexts are as follows: 1.They are prepared using software similar to flash creation software in a computer environment.There is no need for printed materials while reading a hypertext; however, printed materials can optionally be required while analyzing the text.2. The parts of a text and the images supporting the text may not appear on the screen at the same time, the elements of the text can be seen in different orders depending on the preference of the creator or when the user intervenes.3. A user may access an Internet page, an activity or different parts of the text via links.A user can develop his/her reading strategy while reading the text, and can easily re-read the sections or easily link to a related information source.4. Texts are displayed as supported by images; hypertexts are based on a system in which visual images support the text and the text is read aloud, depending on the preference of the reader.As hypertexts can trigger one's psychomotor skills in the text-related activities in a digital environment, they provide those who learn visually, audibly and kinaesthetically with the multilearning opportunity.5.The reader can access more sources of information in a single document, compared to similar printed materials.This is both an asset and a drawback to hypertext.The availability of multiple sources and links could distract readers from the actual text and purpose (Gall and Hannafin, 1994;Jonassen and Reeves, 1996;Dias and Sousa, 1997;Kyaw and Boldyreff, 1998;Chou and Lin, 1998;Jonassen and Grabinger, 1999;Sala, 2000;Alessi and Trollip, 2001;Sala, 2002;Lee and Tedder, 2003;Chen and Dwyer, 2003;Çakmak and Altun, 2008).
Although the computer-aided education on which hypertext is based is considered to be an expensive education in some countries, the Turkish Ministry of National Education is trying to address this issue.Since 2001, all the schools in Turkey, including rural settlement areas, have been provided with computers, up-to-date materials and Internet access.This attention to computeraided education indicates that popularization of hypertexts in Turkey will encounter few obstacles.This study aims to determine the effect of a text transformed into a hypertext on the comprehension skills of primary school students: what they read/how they listen.In this study, a hypertext includes the links through which students can go to the sources of information on the Internet and the activities related to the text.

METHODOLOGY
In the present study, "preliminary test final test control group experimental pattern" was used as the experimental model.The study group of the present research consists of 61 students studying in two different 8 th grade classes in a primary school.The school is located in the Erzurum city centre and the period of the study is the Academic Year 2009 to 2010.One class was randomly chosen as the control group (n=30), and the other class was chosen as the experimental group (n=31).Reading activities were conducted using a hypertext in the experimental group while the same activities were conducted using conventional education methods in the control group.As shown in Table 1.

Collection and analysis of data
The "Success Test for Understanding What You Listen to/Read", developed by the researchers, was used to study the effect of the methods applied, in terms of the primary school students' success at comprehending what they read and heard.40 questions were selected from the questions of the SBS (studentPlacement Test) and the OKS (Test for Institutions of Secondary Education) from the previous years.These were used for the Success Test for Understanding What You Read, which was used for measuring reading comprehension skills.The first version of the success test, consisting of 40 questions, was examined by Turkish Language Teachers and some of the questions were omitted (12 questions) as they were considered less effective at comprehension measurement.A preliminary test sample was given to 117 primary school students in order to test the reliability of the 28-question test.After the test administration, 3 questions were omitted; they were found to reduce the reliability of the test.Then, it was determined that the item difficulty rates of the "Success Test for Understanding What You Listen to/Read" are between 0,20 and 0,89, while the internal consistency coefficient was found to be 0,85 using the KR-20 formula.In this test, each question was scored 1 point.

Application process
The "Success Test for Understanding What You Listen to/Read" was administered to the study group as the preliminary test at the beginning of the study in order to determine whether there is a statistically significant difference between the experimental group (using the hypertextual reading method) and the control group (using conventional educational methods) in terms of comprehension skill improvement.Results of this test indicated that, there is no statistically significant difference between the two sample groups (Table 1) and the experimental and control groups were  randomly established.
The text titled "Tatlı Dil" in the 8 th grade Turkish Language course book was converted into a hypertext, using flash creation software, in order to teach the subject of the text in the experimental group.A 2-week reading process with hypertextual reading was planned.While planning the course process according to the hypertext, the course requirements were also considered and activities were included in the hypertext in order to meet these requirements.In the first week, the hypertextual reading text was presented to the students using various technological means.Students were given an explanation of hypertexts and shown how to use them.A hypertextual reading activity was administered in an environment where the students can use computers.As shown in Figure 1 and 2. During the hypertextual reading activity, teachers questioned the students to ensure that each one understood the text and all the features of the hypertext.The hypertext prepared for the session included both visual and audial elements.Internet links were established on the hypertexts to ensure that the students could access different examples about the subject of the text.At the end of the hypertextual reading process, the researcher asked the students questions about the subject of the text and found that the students appeared to comprehend what they had seen.The final test was given at the end of the second week.
In the control group, the researcher explained the subject using the conventional education method.Daily plans were prepared by researchers, who also prepared the necessary tools and materials were beforehand.In the control group, theoretical data about topic titles were considered by the researcher during the whole process.In these theoretical courses, the researcher asked students to read the related material for the subject of that day aloud and to themselves, and he simply narrated the necessary information and explained the critical points regarding skills.At the end of each lesson, the subject of that day was summarized.The students were asked to be prepared for the subject of the next day before each  lesson and whether or not they were prepared was recorded.At the end of theoretical lessons, the researcher asked for student feedback and repeated any missing parts.The researcher provided feedback and reinforcement and thereby completed the course.Both groups were taught using the respective methods for 2 weeks, 5 course hours per week.At the end, the "Success Test for Understanding What You Listen to/Read" was given to the experimental and control groups as the final test.The results would determine whether there is a statistically significant difference between the two different methods on the comprehension skills.In order to determine the retention levels of each group 6 weeks after the process, students were given a memory test ("Success Test for Understanding What You Listen to/Read").The data of the preliminary test, final test and memory test results of the control and experimental groups were collected and analyzed using the SPSS 16 software.

FINDINGS Findings about the success of the experimental and control groups at reading / listening
As is seen in Table 2, while the preliminary test average of the experimental group where the hypertextual reading method used is = 13,57, this value is = 22,97 in the final test; while the preliminary test average of the control group is = 13, 57, this value is = 21,17 in the final test.These results indicate that the preliminary -final test average scores of the students in both groups increased.When the students are evaluated in terms of their level of absolute success, results indicate that the students in the experimental group had already achieved 54% of the target according to their preliminary test results and this rate increased up to 92% in the final test.Students in the control group had already achieved 54% of the target according to their preliminary test results and this rate increased up to 85% in the final test.
Table 3, displays the Analysis of variance (ANOVA) test results regarding the changes in test scores (above) and the factors contributing to the changes (that is, This finding indicates that the changes in the average scores of the students in the experimental group (using the hypertextual reading method) are different from the changes in the average points of the students in the control group.In other words, the average scores of the students in the experimental and control groups are statistically different from each other, depending on the methods and processes used.These findings indicate that the hypertextual reading method used in the experimental group is more effective at raising levels of skill comprehension (reading/listening), compared to the conventional education method used for the control group.This finding is also reflected in Figure 3.According to Figure 3, there is no difference between the preliminary test averages of the experimental and control groups, while there is a clear difference between their final test averages.As is seen in Table 4, the final test arithmetical average of the experimental group was = 22,97, and this value decreased to = 20,19 in the memory test; the final test arithmetical average of the control group was = 21,17, and this value decreased to = 17,10 in the memory test.When compared in terms of absolute success levels, it was determined that the students in the experimental group had achieved 92% of the target according to the final test results, and this rate decreased to 81% in the memory test.It was also determined that the students in the control group had achieved 84% of the target and this rate decreased to 71% in the memory test.In the memory test administered to the students in the experimental and control group after the final test, a very slight decrease was observed in the memory levels of all students.The two factor ANOVA test results regarding whether the above mentioned changes observed in the success averages of the students at understanding what they read/listen to in the experimental and control groups in which different methods were used display a statistically significant difference are given in Table 5.Table 5 displays the ANOVA results for the Final Test and Memory Test of both groups.When the data in the Table are analyzed, it the results indicate that there is a statistically significant difference (F (1, 59) =41,437, p<0,05) between the experimental and control groups' final test and memory test results, from before and after the administration.These findings indicate that the average scores of the students in both the experimental and control groups were different, irrespective of the measurements (before and after the administration).Regarding the measurement basic effect, results indicate a statistically significant difference (F (1, 59) = 127,836, p<0,05) between the average points of the students included in the study before and after the administration, irrespective of the groups (experimental-control). Results also indicate that there is a statistically significant relationship between the common effects of the factors - indicating the group difference and different measurement times -in the table, on the average scores of the students (F (1, 59) = 4,563, p<0,05).This finding indicates that the change in the average scores of the experimental group students is different from the changes in the average points of the control group students.The average scores of the students in the experimental and control groups are statistically different from each other, depending on the methods and process used.It would be seem, from these findings, that the hypertextual reading method used in the experimental group is more effective at raising reading/listening comprehension levels, than the conventional education method used for the control group.This finding is also reflected in Figure 4.When the Figure above is analyzed, it is seen that there is a little decrease between the final test and memory test averages of the experimental and control groups.
As is seen in the Table 6, the preliminary test arithmetical average of the experimental group was = 13,55 and this rate increased up to = 22,97, and was calculated as = 20,19 in the memory test.These results indicate a clear change (increase  decrease) in the average scores of the students in the experimental group.Table 7 displays the one factor ANOVA test results regarding whether or not there was a statistically significant difference in comprehension level improvement between the two student groups.When the data in the Table 8 are analyzed, there appears to be a statistically significant difference (F (2, 60) =330,093, p<0,05) between the preliminary test, final test and memory test results of the experimental group, before and after the administration.As a result of the multi-comparison analysis (Post-Hoc Bonferroni) performed with the aim of determining the difference among the preliminary, final and memory measurements, it was determined that there is indeed a statistically significant difference among the preliminary test, final test and memory test averages (p<0,05).These findings show that the hypertextual reading method is an effective way to improve students' reading/listening comprehension skills.
As is seen in the Table 8, while the preliminary test arithmetical average of the control group in which conventional education method used was = 13,57, this rate increased up to = 21,17 and was calculated as = 17,10 in the memory test.This finding indicates that there is a clear change (increase  decrease) in the average scores of the students in the control group.Table 9 displays the one factor ANOVA test results for students in the control group.
When the data in the Table are analyzed, there appears to be a statistically significant difference (F (2, 58) =109,337, p<0,05) between the preliminary test, final test and memory test results of the control group, before and after the application.As a result of the multi-comparison analysis (Post-Hoc Bonferroni) performed with the aim of determining the difference among the preliminary, final and memory measurements, it was determined that there is a statistically significant difference among the preliminary test, final test and memory test averages (p<0,05).These findings indicate that the hypertextual reading method is effective at improving student reading/ listening comprehension levels.

CONCLUSION AND DISCUSSION
The objective of this study is to determine the effect of a text, transformed into hypertext, on the comprehension skill levels of primary school students.The results of this study indicate that the success level of the experimental group, who were taught using the hypertextual reading method, is higher than that of the control group, who were taught using conventional education methods.Accordingly, in this study, results indicate that; 1.The hypertextual reading method used in the experimental group is more effective than to the conventional method used in the control group; 2. Based on the data obtained from the memory tests of the students in the experimental and control groups after the application, the hypertextual reading method is more effective in terms of what students remember, compared to the conventional method.
Besides it has been seen that some studies are also related to language arts and their results are similar to the results of our studies.As a result of the research, by Taşcı and Soran (2008), on 58 students (Control= 29, Experimental= 29) attended in foreign language preparation class in Hacettepe University, it has been concluded that the students in experimental group, which multimedia applications used in, have been shown more success in terms of reaching the manners at the application level.Akbulut (2007), has made a research, about understanding the text and grammar success, on 69 students who are in first call of English Teaching Department of a university in Turkey.Linear hypertext was used in the research.As a result of the study, it has been stated that the reading passage with hypertext has more effective role on comprehension skill and grammar skills of students.
In addition to these studies Karadeniz (2008) has made a research on 13 university students by using quantitive and qualitative data collection tools and concluded that hypertexts are effective for increasing the success level of students but the students prefer using hypertexts in the activity stage after learning the subject instead of using it throughout learning stage.Hypertextual language teaching activities can be conducted in other study groups with different language skills and different socioeconomical characteristics.These methods and teaching environments can be used to address different types of issues with regard to reading, writing, listening and grammar.In addition, this method may be useful in researching the language skills for different disciplines.

Figure 2 .
Figure 2. The students have called the related vision by clicking relevant part in hypertext.

Table 1 .
The research pattern used in the study.

Table 2 .
The preliminary -final test findings of the experimental and control groups.
*Level of Absolute Success = Average / the highest points to be received.

Table 3 .
Preliminary -final test ANOVA results of the experimental and control groups.
Figure 3. Change in the preliminary -final test average scores of the experimental and the control groups.

Table 4 .
The final test and memory test findings of the experimental and control groups.
* Level of Absolute success = Average / the highest score to be received.

Table 5 .
The final test and memory test ANOVA results of the experimental and control groups.

Table 6 .
The findings related to the preliminaryfinal and memory tests of the experimental group.

Table 7 .
Preliminary -final and memory tests ANOVA results of the experimental group.

Table 8 .
The findings related to the preliminary -final and memory tests of the control group.

Table 9 .
Preliminary -final and memory tests ANOVA results of the control group.