Investigating Effects of Metacognitive Reading Strategy Explicit Instruction on Students' Metacognitive Reading Strategy Awareness: The Case of Grade 11 Students of Guder Preparatory School
Keywords:Metacognitive reading strategy, Instruction, Strategy awareness, Global reading, strategy, Problem-solving supportive reading strategy
The purpose of this study is to examine the effects of metacognitive reading strategy explicit instruction on Grade 11 students’ metacognitive reading strategy awareness at Guder Preparatory School. The study also aimed at investigating the students' perception about the strategy instruction. Data were collected using Metacognitive Reading strategy Awareness Inventory (MARSI) and interview. A quasi-experimental research design was used to achieve the purpose of the study. Two groups participated in this study. Treatment group (N=67) participated in the explicit instruction metacognitive reading strategy while comparison group (N=74) learnt the strategy in a conventional way. After administering both pretest and posttest of MARSI, an ANCOVA was used to test the hypothesis of the study. The finding of this study indicated that explicit instruction of metacognitive reading strategy positively affected the students' metacognitive reading strategy awareness as was measured by MARSI. The p-value for MARSI posttest was .001, which indicated that there was no statistical significance between the students who participated in the metacognitive reading strategy instruction F(1,139), =22.220, P=.001, Partial Eta Squared=.139 and the students who did not participate in the metacognitive reading strategy instruction F(1,139)=4.690, P=.891. The mean scores of the treatment group increased significantly from M=2.7750, SD=.2046 (pretest) to M=4.2954, SD=.1383 (posttest). The significance difference was not from pretest to posttest (M=2.7036, SD=1871 to M=2.800, SD=2304). The three subcomponents of MARSI: Problem solving reading strategy (4.0084) was mostly affected by the explicit instruction metacognitive reading strategy. Mean score of global reading strategy was 3.8919. Supportive reading strategy was the least affected by the instruction (3.8597). Finally, data collected by interview showed that almost all of the interview participants of this study had good perception about the explicit instruction of metacognitive reading strategy.
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