logo logo International Journal of Educational Methodology

IJEM is a leading, peer-reviewed, open access, research journal that provides an online forum for studies in education, by and for scholars and practitioners, worldwide.

Subscribe to

Receive Email Alerts

for special events, calls for papers, and professional development opportunities.


Publisher (HQ)

Eurasian Society of Educational Research
College House, 2nd Floor 17 King Edwards Road, Ruislip, London, UK. HA4 7AE
College House, 2nd Floor 17 King Edwards Road, Ruislip, London, UK. HA4 7AE
reading motivation secondary school students kop kitapp application

Investigation of the Effectiveness of Personalized Book Advice Smart Application on Secondary School Students’ Reading Motivation

Ahmet Kurnaz , Suleyman Arslantas , Tugba Pursun

The purpose of this study is to investigate the effect of Personalized Book Advice Smart Application on secondary school students’ motivation as.


The purpose of this study is to investigate the effect of Personalized Book Advice Smart Application on secondary school students’ motivation as well as determining the views of students, teachers, and parents regarding the application. In the research, a mixed method approach, in which quantitative analysis and qualitative analysis methods are used together, was adopted. In the quantitative part, 585 secondary school students, 300 of whom are in the experimental group and 285 in the control group; In the qualitative part, 105 students, 6 teachers and 247 families were included in the research. Similarly, the qualitative of the study involved 105 students, 6 teachers, and 247 parents. In the quantitative part of the research, data collected with the Reading Motivation Scale developed by Durmus. In the qualitative part, the data were collected through a questionnaire. The quantitative data were analyzed using parametric descriptive statistics, while the qualitative data were analyzed using descriptive analysis technique. According to the findings obtained from the research, there is a significant difference in reading motivation of secondary school students in terms of post-test scores. It is seen that the students like to read adventure books and think that the books proposed by the application are suitable for their interests. Teachers state that they find the application successful, and they like that the application forms reading habits, and recommends books according to their interests, moreover, the recommended books are suitable for the students’ levels. On the other hand, the teachers think that teacher control is necessary. Additionally, parents state that they like the application because it recommends books according to the children’s interests and those recommended books were suitable for their levels, however, they added that the number of the books needs to be increased.

Keywords: Reading motivation, secondary school students, KOP-KITApp application

cloud_download PDF
Article Metrics



Adedigba, O., & Sulaiman, F.R. (2020). Influence of teachers’ classroom management style on pupils’ motivation for learning and academic achievement in Kwara State. International Journal of Educational Methodology, 6(2), 471-480.

Akdogan, D. (2019). Turkish program teaching 7th grade students to read motivation [Unpublished master’s thesis]. Kirikkale University.

Aksoy, E., & Ozturk, S.D. (2018). Determination of reading habits of students according to the views of students’ and teachers’. Turkish Journal of Social Research, 22(1), 143-184.

Alyilmaz, S., & Urun Karahan, B. (2018). Okuma egitimi [Reading education]. Ani.

Arici, A.F. (2018). Okuma egitimi [Reading education]. Pegem Akademi.

Atas Biyik, M., Erdogan T., & Yildiz, M. (2017). The examining reading motivation of primary students in the terms of some variables. International Journal of Progressive Education, 3(3), 31-49.

Baker, L., Scher, D., & Mackler, K. (1997). Home and family influences on motivations for reading. Educational Psychologist, 32(2), 69-82.

Balci, A. (2009). A research on elementary 8th grade students reading habits and interests [Doctoral dissertation]. Gazi University.

Bayat, N., & Cetinkaya, G. (2018). Ortaokul ogrencilerinin okuma aliskanliklari ve tercihleri [Reading habits and preferences of secondary school students]. Ilkogretim Online/ Elementary Education Online, 17(2), 984-1001.

Becker, M., McElvany, N., & Kortenbruck, M. (2010). Intrinsic and extrinsic reading motivation as predictors of reading literacy: A longitudinal study. Journal of Educational Psychology, 102(4), 787, 2010.

Bonaria, A. (2011). A comparison of the effects of library book selection methods on the level of motivation for reading and comprehension skills of second grade students (Unpublished master’s thesis). William Paterson University of New Jersey.

Buyukozturk, S., Cakmak, E., Akgun, O. E., Karadeniz, S., & Demirel, F. (2015). Bilimsel arastirma yontemleri [Scientific research methods]. Pegem Akademi Yayincilik.

Calp, M. (2018). Middle school students’ reading habits: Example of Agri sample. Turkish Journal of Social Research, 22(3), 897-924.

Cambria, J., & Guthrie, J.T. (2010). Motivating and engaging students in reading. New England Reading Association Journal, 46(1), 16.

Campbell, M.B., & Kmiecik, M.M. (2004). The greatest literacy challenges facing contemporary high school teachers: Implications for secondary teacher preparation. Reading Horizons, 45(1), 1-25.

Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Erlbaum.

Creswell, J. W., &  Plano Clark V. L. (2006). Designing and Conducting Mixed Methods Research. Sage.

Deniz, E. (2015). Reading habits of secondary school students. Research in Reading & Writing Instruction, 3(2), 46-64.

DePasque S., & Tricomi E. (2015). Effects of intrinsic motivation on feedback processing during learning. NeuroImage, 119, 175-186.

Durmus, G. (2014). Okuma motivasyonu olceginin Turkce’ye uyarlanmasi [The adaptation from English to Turkish of motivations for reading questionnaire. The Journal of International Education Science/ Uluslararasi Egitim Bilimleri Dergisi, 1(1), 16-40.

Edmunds, K.M., & Bauserman, K.L. (2006). What teachers can learn about reading motivation through conversations with children. International Reading Association, 59(5), 414–424.

Gambrell, L.B., Palmer, B.M., Codling, R.M., & Mazzoni, S.A. (1996). Assessing motivation to read. Reading Teacher, 49(7), 518-533.

Glesne, C., & Peshkin. (1992). Becoming qualitative researchers: An introduction. White Plains.

Greene, J. C., Krayder, H., & Mayer, E. (2005). Combining qualitative and quantitative methods in social inquiry. In B. Somekh & C. Lewin (Eds.). Research methods in the social sciences. Sage.

Grolnick, W.S. (2012). The relations among parental power assertion, control, and structure. Human Development, 55(2), 57–64.

Grolnick, W.S., Raftery-Helmer, J.N., Flamm, E.S., Marbell, K.N., & Cardemil, E.V. (2015). Parental provision of academic structure and the transition to middle school. Journal of Research on Adolescence, 25(4), 668–684.

Gunobgunob-Mirasol, R. (2019). Vocabulary size, reading motivation, reading attitudes and reading comprehension performance among Filipino college learners of English. International Journal of Evaluation and Research in Education, 8(1), 64-70.

Guthrie, J. T., & Wigfield, A. (2000). Engagement and motivation in reading. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson & R. Barr (Eds.), Handbook of reading research. Routledge Handbooks Online.

Hidi, S. (2000). An interest researcher’s perspective: the effects of extrinsic and intrinsic motivation factors on motivation. In C. Sansoe & j.M. Harackiewicz (Eds.). Intrinsic and extrinsic motivation: The research for optimal motivation and performance. Academic Press.

Hopper, R. (2005). What are teenagers reading? Adolescent fiction reading habits and reading choices, literacy (November). Blackwell Publishing.

Ileri Aydemir, Z., & Ozturk, E. (2013). Reading motivation scale for texts: A validity and reliability study. Elementary Education Online, 12(1), 66‐76.

Ileri, Z. (2011). The effect of reading on screen on the fifth grade elementary students level of reading comprehension and reading motivation [Unpublished master’s thesis]. Sakarya University.

Ispiroglu, Z. (1997). Egitimde yeni arayislar [New searches in education]. Adam.

Karatay, H. (2011). Okuma egitimi kuram ve uygulama [Reading education theory and practice]. Berikan.

Katranci, M. (2015). Ilkokul dorduncu sinif ogrencilerinin yazma ve kitap okuma motivasyonlarinin incelenmesi [Analysing writing and book reading motivations of 4th graders in elementary schools]. International Journal of Language Academy, 3(1), 57-72.

Kholisiyah, R., Rukayah, & Indriayu, M. (2018). Achievement motivation analysis of outstanding students in learning writing at primary schools. International Journal of Educational Methodology, 4(3), 133-139.

Kincal, Y.R. (2015). Bilimsel arastirma yontemleri [Scientific research methods]. Nobel.

Kirchhoff, C. (2013). L2 extensive reading and flow: Clarifying the relationship. Reading in a Foreign Language, 25(2), 192-212.

Krapp, A. (1994). Interest and curiosity. The role of interest in a theory of exploratory action. In H. Keller, K. Schneider, & B. Henderson (Eds.), Curiosity and exploration (pp. 79-100). Springer-Verlag.

Kurnaz, H., & Yildiz, N. (2015). Ortaokul ogrencilerinin okuma motivasyonlarinin cesitli degiskenlere gore degerlendirilmesi [Assessment of the different variables of secondary school students’ reading motivation]. Turkiye Sosyal Arastirmalar Dergisi/ Turkish Journal of Social Research, 19(3), 53-70.

Kurudayioglu, M. (2011). Zihinsel ve fiziksel bir surec olarak okuma [Reading as a mental and physical process]. Gazi University Journal of Gazi Educational Faculty/ Gazi Universitesi Gazi Egitim Fakultesi Dergisi, 31(1), 15-29 .

Kusdemir, Y., & Bulut, P. (2018). The relationship between elementary school students’ reading comprehension and reading motivation. Journal of Education and Training Studies, 6(12), 97-110.

Kuzgun, Y., & Deryakulu, D. (2014). Egitimde bireysel farkliliklar [Individual differences in education]. Nobel.

McGeown, S.P., Duncan, L.G., Griffiths, Y.M., & Stothard, S.E. (2015). Exploring the relationship between adolescent’s reading skills, reading motivation and reading habits. Reading and Writing, 28(4), 545-569.

McRae A., & Guthrie, J.T. (2009). Promoting reasons for reading: Teacher practices that impact motivation. In E. H. Hiebert (Ed.), Reading more, reading better. Guilford Press.

Meniado, J.C. (2016). Metacognitive reading strategies, motivation, and reading comprehension performance of Saudi EFL students. English Language Teaching, 9(3), 117-129.

Ministry of National Education (2016). PISA 2015 ulusal raporu [PISA 2015 national report]. http://odsgm.meb.gov.tr/test/analizler/docs/PISA/PISA2015_Ulusal_Rapor.pdf

Ministry of National Education (2019). Turkce dersi ogretim programi [Turkish lesson curriculum]. http://mufredat.meb.gov.tr/Dosyalar/20195716392253-02-Turkce%20Ogretim%20Programi%202019.pdf

Neugebauer S. (2013). A daily diary study of reading motivation inside and outside of school: a dynamic approach to motivation to read. Learning and Individual Differences, 24, 152-159.

Okur, B. (2017). The anaysis of 4th grade students' reading motivation and reader self perceptions in terms of various variables [Unpublished master’s thesis]. Marmara University.

Onwuegbuzie, A. J., & Leech, N. L. (2004). Enhancing the interpretation of significant findings: the role of mixed methods research. The Qualitative Report, 9(4), 770-792.

Retelsdorf J., Koller O., & Moller, J. (2011). On the effects of motivation on reading performance growth in secondary school. Learning and Instruction, 21(4), 550-559.

Ryan, R.M., & Deci, E.L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67.

Sahin, N. (2019). Ortaokul ogrencilerinin okuma tutumlari ve okuma motivasyonlari arasindaki iliskinin incelenmesi [Investigation of the relationship between secondary school students’ attitudes towards reading and motivation for reading]. Journal of Mother Tongue Education/ Ana Dili Egitimi Dergisi, 7(4), 914-940.

Savaskan, V., & Ozdemir, A. (2017). Determining the variables that affect the reading motivation of educational faculty students. Educational Research and Reviews, 12(13), 660-676.

Schiefele, U., Schaffner, E., Moller, J., & Wigfield, A. (2012). Dimensions of reading motivation and their relation to reading behavior and competence. Reading Research Quarterly, 47(4), 427-463.

Schiefele, U., Stutz, F., & Schaffner, E. (2016). Longitudinal relations between reading motivation and reading comprehension in the early elementary grades. Learning and Individual Differences, 51, 49-58.

Sevim, O. (2004). Okuma aliskanligi kazandirma projesi. Erdem.

Slavin, R. E. (2013). Egitim psikolojisi [Education psychology] (G. Yuksel Trans. Ed.). Nobel.

Smith, J., Smith, L., Gilmore, A., & Jameson, M. (2012). Students’ self-perception of reading ability, enjoyment of reading and reading achievement. Learning and Individual Differences, 22(2), 202–206.

Snowball, C. (2008). Teenagers talking about reading and libraries. Australian Academic and Research Libraries, 39(2), 106-118.

Sonmez, V., & Alacapinar, G.F. (2014). Orneklendirilmis bilimsel arastirma yontemleri [Sampled scientific research method]. Ani.

Tercanlioglu, L. (2001). The nature of Turkish students' motivation for reading and its relation to their reading frequency. The Reading Matrix, 1(2), 1-33.

Tosunoglu, M. (2002). Turkce ogretiminde okuma aliskanligi ve cocuklarin okuma egilimleri. Turk Dili/ Turkish Language, 606, 547-563.

Turkiye Bilimler Akademisi (2011). Turkce bilim terimleri sozlugu [Turkish science terms dictionary]. Tuba.

Ulper, H. (2011). The motivational factors for reading in terms of students. Educational Sciences: Theory & Practice, 11(2), 941-960.

Urun Karahan, B. (2016). 5 ve 6. sinif ogrencilerinin okumaya yonelik motivasyonlarinin akademik motivasyonlariyla iliskisi (Kars ili ornegi) [The relationship between reading motivations and academic motivations of 5th and 6th grade students (Case of Kars province)]. Gazi University Journal of Gazi Educational Faculty/ Gazi Universitesi Gazi Egitim Fakultesi Dergisi, 36(2), 211-231.

Urun Karahan, B. (2017). The correlation of reading motivation & reading engagement with reading comprehension skills in 8th graders. European Journal of Education Studies, 3(9), 527-540.

Wang, J.H., & Guthire, T.J. (2004). Modeling the effect of intrinsic motivation, extrinsic motivation, amount of reading, and past reading achievement on text comprehension between U.S. and Chinese students. Reading Research Quarterly, 39(2), 162-186.

Wigfield, A., Guthrie, J.T., Tonks, S., & Perencevich, K.C. (2004). Children's motivation for reading: domain specificity and instructional influences. The Journal of Educational Research, 97(6), 299-310.

Wilhelm, J.D. (1997). You gotta be the book: teaching engaged and reflective reading with adolescents. Teachers College Press.

Yalcin, A. (2002). Turkce ogretim yontemleri- Yeni yaklasimlar [Turkish teaching methods- New approaches]. Akcag.

Yildirim, A., & Simsek, H. (2016). Sosyal bilimlerde nitel arastirma yontemleri [Qualitative research methods in social sciences]. Seckin.

Yildiz, M. (2010). The relationship between 5th graders’ reading comprehension, reading motivation and reading habits [Unpublished doctoral dissertation]. Gazi University.

Yildiz, M. (2013). Okuma motivasyonu, akici okuma ve okudugunu anlamanin besinci sinif ogrencilerinin akademik basarilarindaki rolu [The role of the reading motivation, reading fluency and reading comprehension on Turkish graders’ academic achievement]. Turkish Studies, 8(4), 1461-1478.

Yildiz, M., & Aktas, N. (2015). Reading motivation and engagement scale: Turkish adaptation study. International Journal of Human Sciences, 12(2), 1349-1365.

Yildiz, M., & Akyol H. (2011). IIkogretim 5. sinif ogrencilerinin okudugunu anlama, okuma motivasyonu ve okuma aliskanliklari arasindaki iliski [The relationship between 5th graders’ reading comprehension, reading motivation and reading habits]. Gazi University Journal of Gazi Educational Faculty/ Gazi Universitesi Gazi Egitim Fakultesi Dergisi, 31(3), 793- 815.