The Relationship Between Reading Comprehension and Success in Science

Abstract

The aim of this study is to define the relationship between reading comprehension and achievement in science. Associational model was used as a method, and 132 eighth grade secondary school students constituted the participants of the study. In order to find out answers for the research questions, Science Items Comprehension Test (SICT), SBS Science Test (national placement test) and Turkish Reading Comprehension Test (TRCT) were used for data collection. Simple linear regression analysis, independent sample t-test and chi-square independence test were carried out for data analysis. After a general overview of the findings, it was seen through the analyses, in which both SICT and TRCT scores were defined as predictor variables, that success in reading comprehension significantly predicts success in science. In addition, it was ascertained that the participants who have a high and low level of achievement in TRCT and SICT have significantly different levels of success in science. When participants’ responses to the items of SICT and SBS Science Tests were compared, it was seen that generally there is no significant difference. Finally, regarding the mean scores from SICT and TRCT, it was identified that reading comprehension levels of females are superior to males. Depending on these findings, it was determined that there is a certain level of relationship between success in reading comprehension and success in science.