Effects of Metacognitive Reading Strategy Training on Undergraduates' reading comprehension
This study aims to examine the effects of metacognitive training on undergraduates' reading comprehension through the administration of the self- questioning strategy. There were sixty-one respondents assigned randomly to participate in this study comprising first-year University Ma...
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| Main Author: | |
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| Format: | Final Year Project Report / IMRAD |
| Language: | en en |
| Published: |
Universiti Malaysia Sarawak, (UNIMAS)
2005
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| Subjects: | |
| Online Access: | http://ir.unimas.my/id/eprint/51276/1/Nadine%2024%20pgs.pdf http://ir.unimas.my/id/eprint/51276/2/Nadine%20ft.pdf http://ir.unimas.my/id/eprint/51276/ |
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| Summary: | This
study
aims to examine the effects of metacognitive training on
undergraduates'
reading comprehension through the administration of the self-
questioning strategy. There were sixty-one respondents assigned randomly to
participate in this study comprising first-year University Malaysia of Sarawak's
(UNIMAS) undergraduates from the Human Resource Development Programme
under the Faculty of Cognitive Sciences and Human Development.. Respondents
were assigned randomly to the experimental group (EG) and control group (CG).
This study involves the pretest, metacognitive training, and posttest sessions. The
metacognitive training was only administered to the EG respondents. Both
experimental and control groups were given the pretest and posttest tests. The EG
respondents
TeachQucst
training
were given training on self-questioning strategy based on the
model that was integrated with the Know/Want to
know/Learnt (KWL) strategy. There is a significant difference in the scores
obtained by those who receive metacognitive training on self-questioning and
those who did not. Therefore, the null hypothesis is rejected. The questions
generated by the respondents at the pre-test and post-test sessions were analysed.
Most of the EG respondents did not generate divergent and evaluative thinking
questions at the pretest and posttest sessions. However. there is a slight increase in
the number of respondents who generated at least one question of divergent and
evaluative thinking questions at the posttest session. Most of the CG respondents
did not generate convergent, divergent and evaluative thinking questions at both
sessions.
Therefore. metacognitive training could assist students in improving
their reading comprehension. |
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