Effect of hypertextual reading on academic success and comprehension skills

Abstract

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 8th 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.