The effect of the textbook written according to the principles of prose learning on the student achievement

DOI: 10.31704/ijocis.2018.009 The main purpose of this study is to investigate the effect of the textbook written according to the principles of prose learning on the student achievement. Pre-test post-test controlled group design was used in the study. The study was conducted on 3 groups, each composed of 38 2nd grade medical vocational high school students. "Impact" is limited by the didactic quality of two separate sections of the psychology textbook and it was practiced with the traditional text book and the textbook which is organized in two separate ways as including questions and not. The data were analysed by one-way analysis of variance and t test. It was determined that there is a significant difference in favour of the group who studied the textbook with questions prepared according to the principles of prose learning compared to the group which the traditional textbook was implemented in terms of total achievements regarding knowledge, comprehension and practice levels and retention of the learned knowledge within the cognitive domain. Article History: Received Revised Accepted Online 28 July 2018 12 November 2018 04 December 2018 24 December 2018


Introduction
Education is the study of gaining desired behaviors containing practices having their objectives set. Bolat (2014) stated that curricula are the most important element in organizing learning experiences. Textbook being another major factor is the study material included in the written and printed materials group which constitutes the basis of the student's learning experiences. Textbook plays a vital role, especially in prose learning.
In the literature we come across with different opinions about the role of text in learning. According to one view, text is a dynamic force enabling the development and change of students. According to another study, text is rather memorized. This memorization directs student-teacher interactions. Students also try to comprehend the text as it is without adding comments. In text design of the textbooks, students' characteristic such as their level, interests, expectations need to be defined. In the 20th century, textbooks were considered to be important in education; however, nowadays there are different opinions about this issue. There are also studies arguing that textbooks have begun to lose importance as teaching materials for the preparatory phase of learning lives and teaching materials designed in line with the new technologies and computerized teaching would be more important. The use of new technologies in education facilitates educational activities as a result of the interaction of more sensory organs when compared to traditional methods (Balaman, 2016;Balaman & Tüysüz, 2011;Yanpar, 2006). Soong and Yager (1993) emphasized that most of the students consider textbooks as the source of all the information and the students' parents react to this situation when the textbooks are not used in the same sense. Ünal and Pideci (2000) stated that the textbooks provide the students with the opportunity such as being prepared for the course, reaching abstract information in a wide range of information, to be able to jointly use them in homework and group works. Demirel (1999) emphasized the importance of textbooks for students to achieve the qualifications required by the curriculum and books are most widely used among the visual aids during educational period. After determining the objectives of a course and defining indicative behaviors the selection of the tools and equipment to be used to acquire these behaviors are of great importance. Therefore, the textbook having an important place among them has to be qualified. Aslantaş and Demirci (2016) emphasized that textbooks are important to further develop students' creativity and for that reason textbooks should have some sort of qualifications.
Textbooks should have some characteristics in order for them to serve the objectives in teaching-learning environment. Ünsal and Güneş (2003) state that overall achievement of a textbook can be understood by investigating some basic criteria such as physical properties, content-presentation alignment, visual presentation language and narration. Arslan and Özpınar (2009) focused on some components like compliance with curriculum, preparatory studies, assessment and evaluation, scientific content, language and narration, visual order, design principles and elements to investigate textbooks. Yalın (1996) also underlined that in overall assessment of textbooks in our country, the primary issue is mostly the regard paid to the content of books. In terms of students' learning motivation and achievement, in textbooks the use of visual order leveraging the learning level of the information contained in the text is so important. Visual aids, enables students to recover relevant concept from abstractness and make a sense for processes. Dursun and Eşgi (2008) emphasized that visual aids in textbooks have some major functions such as informing students, supporting information, directing attention by arousing interest, summarizing the subjects, illustrate relationships between cases and facts, and making complex topics that are hard to envisage easier to understand. Yeşilyurt and Gül (2008); Yıldıran (2007); Altunoğlu and Atav (2005) defined in their studies that the evaluation of textbooks in terms of visual aid was neglected and textbooks are inadequate in this aspect. Özay and Hasenekoğlu (2007); Yalın (1996); Güneş (2002); Kabapınar (2003) pointed out that textbooks containing effective visual aids assist students' learning process and those without visual aids negatively affect learning. Kabapınar (2003) claims that visual aids depending on their functions assist students in revealing and using their existing thinking styles and determining their interpretation styles of new information. Besides the emphasis on the importance of using visual aids Işık (2008), Alpan (2004), Yalın (1996) and Eşgi (2005) stated that teachers do not prefer visual aids as for the priority order in the use of textbooks.
When the curricula of different levels of education are examined some sort of inadequacies and unnecessary repetitions can be observed for many of the textbooks used throughout the learning lives. These books without any positive effects on student achievement drags their readers to rote learning and incuriousness. In order to increase effectiveness in education, to assist schools in reaching their objectives and to create positive effects on student achievement it is considered as necessary and beneficial to organize textbooks in line with today's conditions and requirements and to conduct research studies on textbooks.
Prose learning, in relation to a course presented with visual or audio method is a method of learning where abstracting, level, scheme, regression, material organization, question and visual order principles are considered. Abstracting means that students' efforts to learn information about the main idea rather than details in a text. Level refers to learning and remembering certain information from a text. According to the scheme principle, people use their own narrative forms to understand new information. Students' trends on syllogizing about cause and effect relation to the text is the regression principle. Material organization is the organization of the subjects included in the textbooks around general principles. Supporting the subjects with pictures and figures in prose learning is the principle of visual order. When the studies on the textbooks are examined, it is determined that the texts are prepared based on abstraction, level, schema, shift, material organization, exercise and also the visual order principles increase motivation. Thompson and Wiggins (1988) emphasized in his study that the textbooks in which main themes are emphasized, supported with pictures, main and sub-topics are consistent, there are concepts in chapter beginnings and questions at the end are better learned. Tyree (1994) stated that text comprehensibility is affected by readability, subjects' being attractive and sense-making strategies of students besides the organizers. Alpan (2004) stated that a well-organized text is more suspenseful for a reader. The idea that textbooks are designed according to students means that learning experiences and outcomes meet the needs of the students. In books, it is important to give general principles and concepts first and detailed information later.

Purpose of the Research
In this study, the importance of organizing textbooks according to the principles of learning is emphasized in order to increase the effectiveness of education. It was aimed to find out whether there is a meaningful difference in total level and in information, comprehension, practical levels and in terms of permanent behavior change between books with and without questions prepared according to student's achievement and prose learning principles and utilization of traditional textbook. The study aimed to understand whether there is a significant difference in the level of knowledge, comprehension, application level and permanent behavioral change between the use of traditional textbook and the books which were prepared according to the principles of student success and text learning. The study was initiated with the assumption that textbooks prepared in accordance with prose learning principles would be more efficient.
There is a meaningful difference between the total achievements of the group for whom the textbook was prepared in accordance with prose learning principles in high school psychology course and the group for whom the textbook was supported with questions and also was written in accordance with these procedures and the group where traditional textbook was applied in terms of;  their total achievement,  their knowledge level,  comprehension level achievement,  application level achievement and  permanent behavior change (recall).

Study Group
The research model is an experimental study using the pretest-posttest control group experimental design. The population of the study consisted of 114 students from Ankara Cebeci Atatürk Vocational High School of Health and the sample of the study consisted of 114 students who were in the second grade of the same high school, taking the psychology course and who agreed to participate in the study. The study was conducted on three groups, each consisting of 38 students.
While the textbook prepared in accordance with prose learning principles but with no questions other than trail test was applied to one of the experimental groups and the textbook which was also prepared in accordance with these principles however supported with questions in each subsection was applied to the other experimental group. Meanwhile, the control group followed the traditional textbook. The Traditional textbook is the textbook which was decided to be taught in courses by Ministry of National Education and is widely used in Turkey.

Limitations
 The study was limited to a period reserved for data obtained as a result of achievement test and target behaviors intended to be gained for the students from the Motivation and Perception chapters selected to implement prose learning principles in psychology textbook,  "Prose Learning" with its given definitions in the study,  Students attending high school psychology classes and period when the course was given.
In the study, three groups that were equalized according to the variables of reading comprehension and pre-test scores, were formed; namely the one with questions, the one without questions, and the one that followed the traditional textbook. The students were randomly assigned to the groups. In terms of these variables, one-way analysis of variance was performed among the groups to observe the difference; however, no difference was found. In order to determine the level of reading comprehension of the students, who were not different from each other in terms of age, gender and the lessons taken in these three groups, the verbal ability test was applied. Practices for two chapters selected in the book are presented below as Table 1 and  Table 2. Table 1.

Groups
Test Empiric Process  Test  Time 6 Weeks  Test  G1  T1  Without questions  T2  No process  T3  G2  T2  With question  T2  T3  G3  T3  Traditional Textbook  T2  T3  G1, G2 illustrate test groups and G3 illustrates control groups. Pre-test was applied to each three groups before the process. The test used, was illustrated as t in the patterns. Table 2. Test Pattern Perception.

Groups
Test Empiric Process  Test  Time 6 Weeks  Test  G1  T1  Without question  T2  No process   T3  G2  T2  With question  T2  T3  G3  T3  Traditional Textbook  T2  T3 In the analyses, the differences between the average scores of knowledge, comprehension, application level and total achievement scores of the test scores and cognitive area of all 3 groups were examined. Also, in order to see the difference between groups in terms of permanent behavioral change, the difference between the above mentioned levels of cognitive domain and the mean of total achievement scores were also observed.

Data Collection Tool
In the research, the achievement test prepared by the researcher to in accordance with the target behaviors at the levels of knowledge, comprehension and application regarding the motivation and perception chapters of the psychology textbook to be used as the process material and text evaluation scale covering the principles of learning from the prose were used. Opinions of the instructors and students were taken about the prepared texts. In the curriculum, goals written from knowledge level to application level were transformed into observed student behaviors. The objectives were expressed in a way to cover behavioral characteristics, and then the measurement tools were developed based on these behaviors.
At the level of knowledge, there are questions that give students the opportunity to display or write about the properties of any object, and the information goes from concrete to abstract. At the level of comprehension, students should be able to translate and interpret the information they obtained in the previous stage. Being able to see the similarities and differences between the relationships is the desired behaviors at this level. In the application step, the student is expected to solve a new problem based on the objectives at knowledge and comprehension levels. At this level, the students are expected to apply the principles and generalizations to the new situations in relation to the issues of motivation and perception. In the traditional high school psychology textbook used as a textbook in the research, there are no principles and concepts at the beginning. There are few discussion and review questions at the end of the topic. At the end of the subject, there are no test questions measuring the achievement of the behaviors desired to be gained in the section. The prepared textbook carries these qualities. In the research, it was seen that the classification of the target behavior was a valid classification in terms of the scope when the psychology textbook was analyzed according to the target behaviors in terms of motivation and perception.
Two separate achievement tests and an evaluation scale to evaluate the text covering prose learning principles were prepared in order to gather these data. In the study, education status for motivation and perception subjects of the psychology textbook were analyzed. Classification of the target behavior determined as a result of analyses was found to be a valid classification in terms of scope. Then the targets were listed starting from the knowledge level to the application level. Then a separate table of specification was prepared for both sections and the number of questions in these tables were shown according to the weight of the behaviors covered by the targets. In the scope of the validity of achievement tests, the experts who were consulted in the determination of the target behaviors were reconsulted and opinions of five psychology experts were taken by reflecting the behaviors of the items covered by the tests within the framework of the subjects specified in the psychology course and being independent of each other for adequate sampling, items that reached consensus up to 75.00% were sorted in terms of knowledge, comprehension and application levels and two separate trial forms each compromising 70 items were prepared and trial applications were delivered to a group given psychology course and test and test score analysis were made according to application results and by taking advantage of the table of specification 40 test items were selected without harming the test's scope validity and achievement tests were created. KR20 reliability coefficient of the tests was rx=.83 in the motivation unit and rx=.85 for perception.

Analysis of Data
Chapter 1 prepared without questions was applied to 1st Group and the text supported by questions was applied to 2nd Group and the control group was delivered the traditional psychology textbook being currently read. Chapters were completed within 6 course hours in three weeks. Teaching was carried out under the supervision of a psychology teacher, but without teacher's contribution. During the learning experiences, students were not applied to variables such as feedback, correction, reinforcer, clues and verbal explanation. Direct teaching was done from books. Students summarized their work on the paper to support their self-study throughout their learning experiences and used their own learning methods. The students' self-definitions illustrating how they studied when the chapters were completed was evaluated by the researcher. Materials prepared during the empiric process were distributed to the students at the beginning of each lesson and were collected at the end of the lesson together with the study notes. The researcher tried to keep realization of the process under predetermined conditions. He also attended the classes regularly and filled out an observation form for his students from time to time. At the end of the study, the students in test and control groups, also presented short information about the textbooks with written materials they currently use. Students' responses to the follow-up test (Motivation; 25, Perception; 20 questions) at the end of the chapters were evaluated.
In this study, the pre-and post-test scores of the students in the experimental and control groups and the knowledge, comprehension, application and total achievement scores were obtained in terms of permanent behavior change.
The tests were applied three times to the students who formed the experimental and control groups in order to obtain the pre-test, post-test and recall test measures. Two other practitioners were employed in the test applications. It was observed that the 40-minute-period given for the application was sufficient. In the research, the experimental groups and the control group that read the traditional textbook did not read the texts prior to lessons uncontrolled variables affected groups equally.
Testing procedure in course hours were completed by ensuring regular attendance of students to school in application days. In the 1st subject in order to observe cognitive field's difference between achievement averages in knowledge, comprehension, application and in total level the difference between averages of pretest score and final-pre-test scores were analyzed and for the permanence, the difference between achievement averages between 3rd test and final test was examined. The same application was made separately for the perception unit. The significance level was taken as p <.01 in the statistical analyses. Since the groups were independent from each other, one-way analysis of variance was conducted in all three groups to analyze the effect of the textbooks on the three levels of cognitive domain and the effect on the overall achievement. As a result of this procedure F values were found meaningful. When the difference between the average of the pre-test results and the mean of the last test was examined with the variance analysis, there was a significance level of .01 between the groups and the independent t test was used.

Results
In this section, the data collected about the samples and assumptions were analyzed by using appropriate statistical techniques and presented as charts. The results of the one-way analysis of variance for the students' reading comprehension and pre-test scores were examined and as a result no significant difference was found between comprehension test average of three groups. In light of this information, it can be claimed that groups are equivalent in terms of this variable. Similarly, there was no significant difference between the pre-test scores of all three groups. Considering the findings related to the evaluation of the prepared text, the results obtained from the scale study are presented below separately for the instructors and students.  Table 3 is examined, it can be claimed that with these results, form of the prepared textbooks, delivery and the quality of subjects, suitability for the students and the text layout were found sufficient by instructors. be claimed that form of the prepared textbooks, delivery and the quality of subjects, suitability for the students and the text layout were found sufficient by the students. According to the results of analysis of variance, as seen in Table 5, there is a significant difference between the total achievement scores of the groups at a level of .01. t test was applied to determine among which groups this difference originated from. These data are shown in Table 6. According to data in Table 6, it can be claimed that there is a significant difference between the groups in terms of total achievements at .05 significance level and "74" freedom rate. According to these results, it is possible to claim that textbooks prepared according to the prose learning principles with questions and the textbooks prepared without questions had a significant effect on total level of achievement when compared to traditional books. The fact that this difference is seen in favor of the group receiving textbook with questions can be attributed to the fact that the questions significantly affected the total achievement scores. According to the variance analysis results as can be seen in Table 7, there is a significant difference at .01 level between groups' knowledge level achievement scores t test was applied to determine among which groups this difference originated from. These data are shown in Table 8. According to data in Table 8, it can be claimed that there is a significant difference between the groups in terms of knowledge level achievements at .05 significance level and "74" freedom rate. According to these results, it is possible to claim that textbooks prepared according to the prose learning principles with questions and the textbooks prepared without questions had a significant effect on knowledge level achievement when compared to traditional books. The fact that this difference is seen in favor of the group receiving textbook with questions can be attributed to the fact that the questions significantly affected the total achievement scores. The F value according to the variance analysis results shows that there is a significant difference between comprehension level achievements among the groups at .01 level t test was applied to determine among which groups this difference originated from. These data are shown in Table 10. According to data in Table 10, it can be claimed that there is a significant difference between the groups in terms of comprehension level achievements at .05 significance level and "74" freedom rate. According to these results, it is possible to claim that the textbooks prepared according to the prose learning principles with or without questions had a significant effect on comprehension level achievement compared to traditional books. The fact that this difference is seen in favor of the group receiving the textbook with questions can be attributed to the fact that the questions significantly affected the knowledge level achievement scores. The F value according to the variance analysis results shows that there is a significant difference between application level achievement among the groups at .01 level t test was applied to determine among which groups this difference originated from. These data are shown in Table 12. According to data in Table 12, it can be claimed that there is a significant difference between the groups in terms of application level achievements at .05 significance level and "74" freedom rate. According to these results, it is possible to claim that the textbooks prepared according to the prose learning principles with questions and the textbooks prepared without questions had a significant effect on application level achievement when compared to traditional books. The fact that this difference is seen in favor of the group receiving the textbook with questions can be attributed to the fact that the questions significantly affected knowledge level achievement scores. The F value according to the variance analysis results shows that there is a significant difference between total level permanency scores among the groups at .01 level t test was applied to determine among which groups this difference originated from. These data are shown in Table 14.  The F value found, shows us that there is a significant difference between significance level total achievements. t test was applied to determine among which groups this difference originated from. These data are shown in Table 16. According to data in Table 16, it can be claimed that there is a significant difference between the groups in terms of total level achievement at .05 significance level and "74" freedom rate. According to these results, it is possible to claim that the textbooks prepared according to the prose learning principles with questions and the textbooks prepared without questions had a significant effect on total level achievement when compared to traditional books. The fact that this difference is seen in favor of the group receiving the textbook with questions can be attributed to the fact that the questions significantly affected knowledge level achievement scores. The F value according to the variance analysis results shows that there is a significant difference between groups for information level achievement at .01 level t test was applied to determine among which groups this difference originated from. These data are shown in Table 18. According to data in Table 18, it can be claimed that there is a significant difference between the groups in terms of knowledge level achievement at .05 significance level and "74" freedom rate. According to these results, it is possible to claim that the textbooks prepared according to the prose learning principles with our without questions had a significant effect on knowledge level achievement when compared to traditional books. The fact that this difference is seen in favor of the group receiving the textbook with questions can be attributed to the fact that the questions significantly affected knowledge level achievement scores. The F value according to the variance analysis results shows that there is a significant difference between groups for comprehension level achievement at .01 level t test was applied to determine among which groups this difference originated from. These data are shown in Table 20. According to data in Table 20, it can be claimed that there is a significant difference between the groups in terms of comprehension level achievement at .05 significance level and "74" freedom rate. According to these results, it is possible to claim that the textbooks prepared according to the prose learning principles with or without questions had a significant effect on comprehension level achievement when compared to traditional books. The fact that this difference is seen in favor of the group receiving the textbook with questions can be attributed to the fact that the questions significantly affected knowledge level achievement scores. The F value according to the variance analysis results shows that there is a significant difference between groups for application level achievement at .01 level t test was applied to determine among which groups this difference originated from. These data are shown in Table 22. According to data in Table 22, it can be claimed that there is a significant difference between the groups in terms of application level achievement at .05 significance level and "74" freedom rate. According to these results, it is possible to claim that the textbooks prepared according to the prose learning principles with or without questions had a significant effect on comprehension level achievement when compared to traditional books. The fact that this difference is seen in favor of the group receiving the textbook with questions can be attributed to the fact that the questions significantly affected knowledge level achievement scores. According to the results of variance analyses, it is observed that there is a significant difference at .01 significance level between groups' total level permanency scores. t test was applied to determine among which groups this difference originated from. These data are shown in Table 24. According to the date given in Table 24, it is possible to claim that it significantly affected the achievement in total level between the groups at .05 significance level and "74" freedom rate. According to these results, it is possible to claim that the textbooks prepared according to the prose learning principles with or without questions had a significant effect on total achievement when compared to traditional books. The fact that this difference is seen in favor of the group receiving the textbook with questions can be attributed to the fact that the questions significantly affected the total achievement scores.

Groups and Retention (Permanent Change in Behavior)
The findings supported the assumptions that textbooks are more effective when prepared in line with prose learning principles among the groups in terms of total achievements knowledge, comprehension, application and permanent behavior change in the beginning of the study.
There is a significant difference among total achievements of the group in which the textbook that was prepared according to the principles of prose learning in high school psychology course and the group in which the book was supported with questions written in accordance with these principles and the group in which traditional textbook was applied and these differences are;  Between their total achievements,  Between knowledge levels achievements,  Between comprehension level achievement,  Between application level achievement and  In terms of permanent behavior change (recall). Supporting the hypothesis with the findings, and supported with questions increase student success when compared to traditional books. The textbooks prepared in this way can be claimed to be effective in reinforcing the knowledge and strengthening the memorization by means of intermittent iterations, such as basic concepts, sample experiments, summaries and questions in the subject subheadings. The subjects that are organized and described in a significant manner and presented with a style attracting students' attention and the learning environments in which the learning subheading is effective on learning the whole and reinforcing learning via tests at the end of subjects can be more persistent.

Discussion, Conclusion and Implications
In this study, which was conducted to evaluate the effects of textbooks that were prepared in line with prose learning principles without questions and textbooks written with these principles and also supported with questions on student achievement when compared to traditional textbooks; 1. It was observed that the textbooks prepared in line with prose learning principles with or without questions were more effective on total achievement when compared to traditional textbook. This effect was mostly in favor of the group using the textbook with questions.
2. It was determined that the textbooks prepared in line with prose learning principles with or without questions were more effective on knowledge level of the cognitive field when compared to the traditional textbook. This effect was mostly in favor of the group using the textbook with questions.
3. It was observed that the textbooks prepared in line with prose learning principles with or without questions were more effective on students' comprehension level achievements when compared to the traditional textbook. The significant difference observed among the groups in Unit 1 (Motivation) is found to be in favor of the group using the textbook without questions.
4. It was observed that the textbooks prepared in line with prose learning principles with or without questions were more effective on students' application level when compared to the traditional textbook. This effect was mostly in favor of the group using the textbook with questions.
5. It was observed that the textbooks prepared in line with prose learning principles with or without questions were more effective on students' total achievement in terms of permanency when compared to the traditional textbook. The significant difference especially observed in favor of the group with questions when compared to the group studying traditional textbook prepared in accordance with prose learning principles and supported with and without questions can be attributed to questions prepared both in accordance with prose learning principles and knowledge, comprehension, application levels of the cognitive field. Bloom, Englehart, Furst, Hill and Krathwohl (1956) mentioned three types of learning as cognitive, affective and psycho-motor. Based on the level of learning, these areas are divided into sub-headings. In the study, the reasons of studying the first three steps in the conventional taxonomy of Bloom et al. (1956) in the level of knowledge, comprehension, application, analysis, synthesis and evaluation can be explained by the gradual ordering of the desired behaviors in education from simple to complex and the learning at these levels is a prerequisite for high level cognitive learning. The results of this study investigating the effects of text learning principles on knowledge, comprehension and application levels may contribute to the preparation of new textbooks for the levels of analysis, synthesis and evaluation.
The fact that textbooks prepared in accordance with prose learning principles were more effective on students' total achievement in terms of permanency when compared to the traditional textbook and the significant difference observed among the groups in favor of the group using the textbook with questions emphasize the importance of supporting visual order and knowledge with exercises prepared according to prose learning principles in textbooks. Bodur (2016) emphasizes that text and image complement each other in books and that the topics are understood more easily by supporting the scripts with visual elements. Dündar (1995); Ergin and Gözütok (1996) emphasized that no place was given in teachers' textbooks to visual aids attracting student's attention and giving interesting information. They also stated that the preparation and printing phases for the textbook should be reviewed by experts. Kabapınar (2001) compared Turkish and British Science books in terms of visual elements and found that visual aids used in British textbooks are three times more than the visuals used in Turkey. Şahin (2004) stated that the texts included in the book became attractive with visual aids. In his study, Coşkun (2003) emphasized the importance of supporting the content with pictures, photographs, graphics, tables and figures. Duman (2003) specified the importance of preparing book content as up-to-date, objective, directing individual to thinking rather than memorization and enabling problem solving, discovering and developing critical thinking and in compliance with principles of prose learning. Çerçi (2016) emphasized the books' basic role in education along with its essential elements as purpose, content, teacher-student responsibility and as questions. As it can be seen in these studies that when textbooks are arranged in line with prose learning principles, student success increases textbooks should be arranged very well in terms of content, expression, visuality and teaching. Prose learning principles are very important to complement these characteristics.
Since there is a result in the study that textbooks prepared according to prose learning principles have more effect on total achievement when compared to traditional textbook, teachers should use books based on these principles in order to increase student achievement and efficiency in education during their learning experiences.
Since the effects of textbooks with and without questions prepared according to the prose learning principles are more than the traditional textbooks on cognitive field's information, comprehension, application levels, the s efficiency of the subjects in the secondary school textbooks should be evaluated separately within the framework of the targets at these levels.
Since the textbooks prepared according to prose learning principles had more effect on students' total comprehension level achievement when compared to traditional textbook, students should be given opportunities to give examples based on behaviors, e.g., interpretation, giving examples based on the knowledge they obtained in knowledge step via course notes during their studies.
Since it was observed that the textbooks prepared according to prose learning principles without questions and textbooks supported with questions had more effect on students' application level achievements when compared to the traditional textbook, the objectives of the sections in the books used in psychology and other courses in secondary education should be revised based on the principles of prose learning and students should be given opportunities to use the problem solving pattern for each course.
Since the textbooks prepared according to prose learning principles without questions and the textbooks supported with questions had significant effect on students' total achievements in terms of recalling when compared to the traditional textbook according to these principles, the exercises increasing the permanence of learning should be prepared carefully while organizing the textbook.
Textbooks should be renewed by making arrangements taking into account of the changing objectives through in curriculum development studies rather than traditional methods based on memorization.
New studies on textbooks covering prose learning principles can be conducted on wider groups and at different class levels. New studies investigating the effects of books based on these principles within longer periods of time should be organized. Activities in textbooks should enhance the cognitive solicitation level.
Studies about prose learning principles that have already determined to have effects on knowledge, comprehension, application levels of cognitive field should also be carried out at the levels of analysis, synthesis and evaluation phases to find out whether they will be effective or not.