Comparisons Of Children’s Level Of Recall: Stories Told .
Vol. 15(3), pp. 123-128, March, 2020DOI: 10.5897/ERR2020.3934Article Number: 49F631463267ISSN: 1990-3839Copyright 2020Author(s) retain the copyright of this nal Research and ReviewsFull Length Research PaperComparisons of children’s level of recall: Stories toldthrough e-book and picture bookÖzkan Sapsağlam1*, Demet Aydın2 and Nazlıcan Toksoy21Department of Preschool Education, Faculty of Education, Yildiz Technical University Turkey.2National Education Ministry, Turkey.Received 20 February, 2020; Accepted 6 March, 2020Preschool period covers the years when the child is in a rapid change and development in every aspect.The learning experiences in this period affect children’s development. The developments in knowledgetechnologies affect the child's environment and children's books. This rapid change brings with it somediscussions. “Do either traditional methods or digital applications affect children's level of recallingmore positively?” This question was the starting point of the research. Thus, the aim of this study is tocompare the effect of stories told through e-books and picture books on children's level of recall. Theresearch is based on random design with post-test control group from real experimental designs ofquantitative research model. The groups were determined by simple random sampling method andeach group consisted of 10 children. The research data were collected by asking the children variousquestions about the stories and the characters in the stories by the researchers after storytellingthrough e-book and pictures book. Mann Whitney U test was used to analyze the data. As a result of thestudy, it was discovered that the children in the group that the story was told by using pictures bookhave higher level of recall.Key words: Preschool education, story, story book, e-book, recall.INTRODUCTIONPreschool period covers the years when the child is in arapid change and development in every aspect and thelearning experiences in this period affect children’sdevelopment. As a result of these learning experiences,the child discovers solutions to the problems s/he willface in her/his future life. In this sense, preschool yearsare considered as a critical period in acquiring basicknowledge, skills and habits (Elliott, 2006; Turla and Tür,1999). However, the aim of teaching in this critical periodin which development is the fastest should not be“transmitting knowledge to children, but getting them togain the skills to access it (Arı, 2003). Among these skillsthat children can access knowledge, perception, thinking,problem solving and level of recall are represented bycognition processes (Messick, 1976). Cognition processesorganize knowledge, and they involve many mentalprocesses such as attention and level of recall (Leng andHoo, 1997). These skills that are used to accessknowledge can be improved through many experiencesoffered to children (Beyer, 1987). The fact that theknowledge and skills that are learned previously areremembered when the individual needs that knowledge*Corresponding author. E-mail: ozkaanim@gmail.com.Author(s) agree that this article remain permanently open access under the terms of the Creative Commons AttributionLicense 4.0 International License
124Educ. Res. Rev.is essential for learning. The process of recall isconsidered as the basic attribute for measuring whetherknowledge is learned or not. Remembering theinformation shows the student's learning success.Students' individual differences, learning environmentand the quality of the material that was learned have aninfluence on the level of recall (Woolfolk, 1990).The environment, educational materials and especiallybooks which are presented to children during preschoolperiod and which contain rich stimuli are very importanttools for supporting the development of the child (Turlaand Tür, 1999). Books have been used to support thechild's development over the years, and different ways ofreading have been created. The most commonly usedway for an adult to read to a child has been storytellingwith a picture book. As a result of the study conducted byChiong et al. (2012), it is recommended that parents andpreschool teachers tell stories to children through picturestory books. Reading activities carried out by adults inpreschool period through story books have many benefitsin the development of children's mental and academicskills (Deretarla, 2013). Researchers found a positiverelationship between children's intelligence tests and theirreading and language skills in their preschool period. Thisshowed that reading story books has a positive effect onthinking, level of recall and learning levels (Deretarla,2013).Today, children are opening their eyes to a digital ageand they are getting to know many electronic devices atan early age. Television, which is one of these tools, isused frequently in education because it addresses manysenses. Technological tools like television providedifferent experiences to children by making learning fun(Christakis et al., 2004). According to Lamb (2011), theuse of technological tools has also changed books. Thisprocess started when digital technology and books havecome together and started to take place in our lives since2000. These changes have led to the emergence of ebooks. In its simplest form, an e-book can be defined asa book that allows readers to access the content of anybook in electronic form (Hawkins, 2000). Although ebooks were created in the late 1990s and in the early2000s, they were less accessible to readers. Shiratuddinand Landoni (2002) classified electronic children's booksas illustrated electronic books, audio electronic booksand multimedia books. Thus, e-books with differentclassifications have started to be used in all areas of ourlives. Today, people can easily access e-books fromsmartphones, tablets and computers. This situationchanged the book phenomenon and reading activity.These changes have led many researchers to come upwith different views on how adults should read to a childin preschool period. (Al Otaiba, 2004; Heather, 2004).The main difference between e-books and picture booksis that an e-book contains moving images, verbalexpression and sounds appropriate to the event /situation (Ihmeideh, 2014).E-book content created for children is increasinglybeing accessed from digital media and used by manypeople (Miller and Warschauer, 2014). However, usingtechnology is recommended if it can have the same effecton skills development in learning (Plowman and Stephen,2005, 2007).In the study conducted by Kangal et al. (2019), thepositive and negative features of e-books in thedevelopment of children were discussed; and it wasemphasized that qualified e-books should be selected.Another study in the related literature examined e-bookapplications for children (Turgut, 2018). It is concludedthat e-books have many advantages and that thesematerials need to be developed and should be perceivedas additional materials rather than replacing printedbooks. It has been also suggested in the relevantliterature that the effects of e-books should beinvestigated. Walton (2007) compared e-books withprinted books, and stated that e-books have both goodand bad sides. While e-books are evaluated as positive interms of making life easier and accessible; they areconsidered as negative in that they cause eye fatigue,difficulty in reading and display addiction. It is stated thatqualified picture children's books not only create love ofbooks in children but also develop all areas of child'sdevelopment in a positive way (Gönen and Arı, 1989). Inaddition, there are studies conducted on the future trendsof e-books and printed books (Soydan, 2012) andexamining e-books prepared for children based on theirgraphic design elements (Pektaş, 2018).The aim of this study is to compare the effect of storiestold through e-books and picture books on children'srecall levels. The research is considered importantbecause of the originality of the research subject and theevidence it provides for a new situation.METHODThe aim of this study is to compare the effect of stories told throughe-books and picture books on children’s level of recall. Theresearch is based on random design with post-test control groupfrom real experimental designs of quantitative research model. Inthe random test with post-test control group, firstly, two groups wereformed from the subject pool randomly. The first group wasdetermined as the experimental group the second one the controlgroup. The experimental procedure was then applied to theexperimental group. Post-test was carried out after the application,and the two groups were compared using appropriate techniquesfor the measurement results of the dependent variable (Büyüköztürket al., 2018).SampleThe study was carried out with two different groups of the same ageand two different classes of a kindergarten affiliated with Ministry ofNational Education. The groups were determined by simple randomsampling method, and each group consisted of 10 children. Themain feature of random sampling method is the high power of thesample to represent the universe. In this method, the sampling
Sapsağlam et al.125Table 1. Research ture storyXExperimental-E-book storyXTable 2. Mann Whitney U test on the difference between picture story and e-book groups (B1-hungry caterpillar).GroupnMeanSumUZpPicture story method (G1)1014.00126.0018.000-2.4110.016E-book method (G2)107.6484.00probability of sampling units is equal and independent (Büyüköztürket al., 2018). When the examined Table 1, the research model canbe seen of this study. The post-test control group design is alsocalled the classic controlled experimental design. The designincludes both a control and a treatment group. The control groupwhich were told stories through the picture book was coded as G1and the experimental group which were told through e-book(experiment) as G2.Data collection procedureFive books were selected randomly from preschool story books andthe selected stories were digitized by the researchers. These bookswere named as B1(Book 1), B2, B3, B4 and B5. The stories thatwere digitized and converted into e-book format were told as estories using computer, projector, projector screen and soundsystem. The same stories were told to the control group using thepicture story book by the researcher. One hour after the story-tellingprocess, one-to-one interviews were conducted with each child inthe group, and research data were collected using a semistructured interview form. Data collection was performed under thesame conditions for both the experimental and control groups.The interview form was prepared by the researchers with thehelp of an expert’s opinion. The questions in the interview form thatwere answered by the children are as follows;Do you remember the name of the story book?Do you remember the names of the characters in the storybook?Do you remember the events in the story?What are the features of the main character X in the story?What was the story about?In the process of collecting the research data, firstly, both groupswere read / watched stories by the researcher on different days ofthe week and at the same time of the day. The picture story bookwas read by the researcher in a classroom setting in a way that allchildren could see the pictures. It took an average of 20 min to readthe picture story book to the children. The children were allowed towatch e-book by using computer, projector, projector screen andsound system. It lasted about 20 min. One hour after the storytelling process, one-on-one interviews were conducted with eachchild in the group and data were collected using a semi-structuredinterview form. The same process was repeated with the groupwhere the story was told digitally via e-book.Analyzing of dataIn the interviews, each of the children were given one minute toanswer the questions. The answers given to the questions werecoded in the interview form according to G1 and G2 codes. Then,the responses were coded as “correct and detailed remembered (4points)”, “poorly remembered (3 points)”, unremembered (2 points)”,“incorrectly remembered (1 point)”.First of all, the normality of the distribution was examined in theanalysis of the research data, and Shapiro-Wilks test was appliedsince the number of subjects was less than 30 (Seçer, 2013). Thedistribution of the normality test results was not normal, andtherefore, Mann Whitney U test, a nonparametric one, was used inthe analysis of the data.FINDINGSThe findings are presented in the tables below. Theresponses of the children to the questions regarding thestory books were illustrated separately.The findings in Table 2 relating to the story of theHungry Caterpillar show that there is a significantdifference in the recall of the book contents between thegroup that were told stories through picture story and thegroup that were told stories through e-book (Z -2.411; p 0.016). The mean rank of children in the picture storygroup (mean rank 14.00) was higher than the averagenumber of children in the e-book story group (mean rank 7.64).The findings in Table 3 concerning the storytelling ofthe Brave Firfir display that there is a significantdifference in the recall of the book contents between thetwo groups (Z -2,395; p 0.017). The mean rank ofchildren in the picture story group (mean rank 13.65) ishigher than the mean rank of children in the e-book storygroup (mean rank 7.35).The findings regarding the storytelling of Tiny Seedillustrate that there is a significant difference in the recallof the book contents between the two groups (Z -2,356;p 0.018). As can be seen in Table 4, the mean rank ofchildren in the picture story group (mean rank 13.60) ishigher than the average of children in the e-book storygroup (mean rank 7.40).The findings in Table 5 related to the story of The MostOrdinary Tree of the Forest show that there is asignificant differenc e in the recall of the book contents
126Educ. Res. Rev.Table 3. Mann Whitney U test on the difference between picture story and e-book groups (B2-brave firfir)GroupnMeanSumUZpPicture story method (G1)1013.65136.5018.500-2.3950.017E-book method (G2)107.3573.50Table 4. Mann Whitney U test on the difference between picture story and e-book groups (B3-tiny seed).GroupnMeanSumUZpPicture story method (G1)1013.60136.0019.000-2.3560.018E-book method (G2)107.4074.00Table 5. Mann Whitney U test on the difference between picture story and e-book groups (B4-The most ordinary tree of the forest).GroupnMeanSumUZpPicture story method (G1)1013.35133.5021.500-2.1650.030E-book method (G2)107.6576.50Table 6. Mann Whitney U test on the difference between picture story and e-book Groups (B5-dinosaur came out of my seed).GroupnMeanSumUZpPicture story method (G1)1013.30133.0022.000-2.1290.033E-book method (G2)107.7077.00between that were told stories through picture story andthe group that were told stories through e-book (Z 2,165; p 0.030). As can be seen in Table 4, the meanrank of children in the picture story group (mean rank 13.35) is higher than the average of children in the ebook story group (mean rank 7.65).The findings in Table 6 related to the story of TheDinosaur Came Out of My Seed illustrate that there is asignificant difference in the recall of the book contentsbetween the two groups (Z -2,129; p 0.033). As canbe seen in Table 5, the mean rank of children in thepicture story group (mean rank 13.30) is higher than themean rank of the children in the e-book story group(mean rank 7.70).DİSCUSSİONThe aim of this study is to compare the effect of storiestold through e-books and picture books on children's levelof recall. Early childhood researchers argue that it isimportant to improve the level of recall of children in thisperiod (Dickinson and Smith, 1994). In order to providelearning and improve their level of recall, it can beconsidered as a way for teachers to ask children toremember what they learned during the day and theweek (Dickinson and Smith, 1994). This study sought toanswer the question of “which method is more effectiveon children's level of recall?”. This question has broughtto mind the effect of electronic media, which isindispensable in the development process of childrentoday. This research was conducted since there is a lackof research on the effect of electronic environments onthe development of preschool children. There are studiescomparing e-book with traditional books in the relevantliterature; however, these studies were conducted ondecoding skills, vocabulary and understanding themeaning of words. Moreover, unlike this research, theyemphasized the positive features of reading e-books(Segers and Verhoeven, 2003; Verhallen et al., 2006).This study compared the level of recall by bringing adifferent perspective. Thus, it has shed light on those thatare wondered about the effects of e-books and picturebooks in different development areas. Vandewater et al.(2007) stated that what is known in this field is much lessthan that of unknown ones, and supports the need for
Sapsağlam et al.much research on the effect of electronic environmentson the development of children.As a result of the research, a significant difference wasfound between the level of recall of the group which weretold stories through picture story book and of the groupwhich were told stories through e-book. For all thestories, the difference is in favor of the group whosestories were told in the picture storybooks. As a result ofthe research, the mean rank of the children in the picturebook storytelling group was higher than that of thechildren in the e-book group. This shows that storytellingwith picture story book is more effective on level of recallthan storytelling through e-book.This situation is thought to be related to teacher-childinteraction during storytelling with picture story book;teacher's use of some strategies such as raising voicetone, asking questions, drawing attention, arousingcuriosity and being more active in the children’s storylistening process. This can be shown as an evidence ofwhat kind of knowledge has been learned. The primarilylearned knowledge includes objects, sounds, touches,smells and flavors, and the knowledge collected by allthese senses can be remembered. Then, the knowledgethat is learned secondarily is the knowledge learned byliving (Ersanlı and Uzman, 2008). It is easier toremember the knowledge collected by this method. Whenthe story is told by the teacher through the picture book, itis thought that the children actively gathering knowledgewith all their senses, and communicating and interactingwith the teacher support the recall process.Some researchers have argued that during storytellingthrough e-books, children actively participate in thestorytelling and create their own learning. This wasmentioned as an effective application for the learners torealize what and how much they learned. It is thoughtthat it will be effective in its use in today's learningactivities in terms of supporting the skills that theconstructivist approach wants children to acquire (Barrett,2006; Ohler, 2006; Tendero, 2006). Using technology inpreschool education is not the main objective. It shouldnot be aimed in the preschool period to ensure thatchildren use technological tools that they will frequentlyuse in their future lives. Integrating the use of technologywith the preschool education program should be seen asa delicate issue that needs to be investigated (Wardle,1999). Technology can have many benefits in thepreschool period, but it is required not to make randomchoices without adequate examination and research.When using technological tools in the preschool period, itshould be remembered that these tools cannot replacethe face-to-face interaction between children and adultsand materials in learning (Sayan, 2016). As
were named as B1(Book 1), B2, B3, B4 and B5. The stories that were digitized and converted into e-book format were told as e-stories using computer, projector, projector screen and sound system. The same stories were told to the cont
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