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The role of gender in the use of metacognitive awareness reading strategies among biology students

Metacognitive Awareness Reading Strategies used by students while reading academic material is one of the factors that lead to students’ future academic achievement.This study aims to determine the association between gender and gender differences in the perceived use of Metacognitive Awareness Read...

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Main Authors:	Veloo, Arsaythamby, Rani, Mariam A, Krishnasamy, Hariharan N.
Format:	Article
Language:	English
Published:	Canadian Center of Science and Education 2014
Subjects:	LB Theory and practice of education
Online Access:	http://repo.uum.edu.my/18765/1/ASS%2011%201%202015%2067-73.pdf http://repo.uum.edu.my/18765/ http://doi.org/10.5539/ass.v11n1p67
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spelling	my.uum.repo.187652016-10-04T08:41:01Z http://repo.uum.edu.my/18765/ The role of gender in the use of metacognitive awareness reading strategies among biology students Veloo, Arsaythamby Rani, Mariam A Krishnasamy, Hariharan N. LB Theory and practice of education Metacognitive Awareness Reading Strategies used by students while reading academic material is one of the factors that lead to students’ future academic achievement.This study aims to determine the association between gender and gender differences in the perceived use of Metacognitive Awareness Reading Strategies (Global, Problem-Solving & Support Reading strategies) among Biology students in a Matriculation College situated in State of Kedah, Malaysia.In this study, 318 Matriculation College students participated, in which 97 male students and 221 female students studied Biology as one of the subjects.They rated their own perceived use level of Metacognitive Awareness Reading Strategies using Metacognitive Awareness of Reading Strategies Inventory (MARSI) adapted from Mokhtari and Reichard (2002).The findings show that female students use Metacognitive Awareness Reading Strategies more frequently compared to male students while reading academic materials.The findings show that students apply problem-solving strategies the most compared to the other metacognitive reading strategies, while the least used strategy is the global reading strategy.However, there are no significant difference between males and females for both these strategies.In comparison, male and female students differ in the application of Support Reading Strategies, where more females use the strategies compared to males.Students themselves should learn Metacognitive Awareness Reading Strategies and apply them in their Biology reading.Global reading strategies, too, should be given more attention as this is the least used strategy.A more balanced use of all the metacognitive strategies would help students to improve their level of achievement as each strategy has its own strengths.Future research should investigate the ways to nurture metacognitive skills in reading as one of the strategies to improve reading comprehension and future performance in Biology. Canadian Center of Science and Education 2014 Article PeerReviewed application/pdf en cc_by http://repo.uum.edu.my/18765/1/ASS%2011%201%202015%2067-73.pdf Veloo, Arsaythamby and Rani, Mariam A and Krishnasamy, Hariharan N. (2014) The role of gender in the use of metacognitive awareness reading strategies among biology students. Asian Social Science, 11 (1). pp. 67-73. ISSN 1911-2017 http://doi.org/10.5539/ass.v11n1p67 doi:10.5539/ass.v11n1p67
institution	Universiti Utara Malaysia
building	UUM Library
collection	Institutional Repository
continent	Asia
country	Malaysia
content_provider	Universiti Utara Malaysia
content_source	UUM Institutionali Repository
url_provider	http://repo.uum.edu.my/
language	English
topic	LB Theory and practice of education
spellingShingle	LB Theory and practice of education Veloo, Arsaythamby Rani, Mariam A Krishnasamy, Hariharan N. The role of gender in the use of metacognitive awareness reading strategies among biology students
description	Metacognitive Awareness Reading Strategies used by students while reading academic material is one of the factors that lead to students’ future academic achievement.This study aims to determine the association between gender and gender differences in the perceived use of Metacognitive Awareness Reading Strategies (Global, Problem-Solving & Support Reading strategies) among Biology students in a Matriculation College situated in State of Kedah, Malaysia.In this study, 318 Matriculation College students participated, in which 97 male students and 221 female students studied Biology as one of the subjects.They rated their own perceived use level of Metacognitive Awareness Reading Strategies using Metacognitive Awareness of Reading Strategies Inventory (MARSI) adapted from Mokhtari and Reichard (2002).The findings show that female students use Metacognitive Awareness Reading Strategies more frequently compared to male students while reading academic materials.The findings show that students apply problem-solving strategies the most compared to the other metacognitive reading strategies, while the least used strategy is the global reading strategy.However, there are no significant difference between males and females for both these strategies.In comparison, male and female students differ in the application of Support Reading Strategies, where more females use the strategies compared to males.Students themselves should learn Metacognitive Awareness Reading Strategies and apply them in their Biology reading.Global reading strategies, too, should be given more attention as this is the least used strategy.A more balanced use of all the metacognitive strategies would help students to improve their level of achievement as each strategy has its own strengths.Future research should investigate the ways to nurture metacognitive skills in reading as one of the strategies to improve reading comprehension and future performance in Biology.
format	Article
author	Veloo, Arsaythamby Rani, Mariam A Krishnasamy, Hariharan N.
author_facet	Veloo, Arsaythamby Rani, Mariam A Krishnasamy, Hariharan N.
author_sort	Veloo, Arsaythamby
title	The role of gender in the use of metacognitive awareness reading strategies among biology students
title_short	The role of gender in the use of metacognitive awareness reading strategies among biology students
title_full	The role of gender in the use of metacognitive awareness reading strategies among biology students
title_fullStr	The role of gender in the use of metacognitive awareness reading strategies among biology students
title_full_unstemmed	The role of gender in the use of metacognitive awareness reading strategies among biology students
title_sort	role of gender in the use of metacognitive awareness reading strategies among biology students
publisher	Canadian Center of Science and Education
publishDate	2014
url	http://repo.uum.edu.my/18765/1/ASS%2011%201%202015%2067-73.pdf http://repo.uum.edu.my/18765/ http://doi.org/10.5539/ass.v11n1p67
_version_	1644282528316522496
score	13.211869

The role of gender in the use of metacognitive awareness reading strategies among biology students

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