Metacognitive Reading Strategies: Gender, Locality, and Age Differences among Secondary School Students
Saved in:
| Title: | Metacognitive Reading Strategies: Gender, Locality, and Age Differences among Secondary School Students |
|---|---|
| Language: | English |
| Authors: | Toyin Odofin (ORCID |
| Source: | Journal of Education and Learning (EduLearn). 2024 18(4):1301-1308. |
| Availability: | Institute of Advanced Engineering and Science. C5 Plumbon, Banguntapan, Yogyakarta, 55198, Indonesia. e-mail: edulearn@uad.ac.id; Web site: http://edulearn.intelektual.org/index.php/EduLearn/ |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Metacognition, Reading Strategies, Gender Differences, Geographic Location, Age Differences, Secondary School Students, Rural Urban Differences, Foreign Countries |
| Geographic Terms: | Nigeria |
| ISSN: | 2089-9823 2302-9277 |
| Abstract: | This study ascertained the influence of gender, locality and age on metacognitive reading strategies of secondary school students. The sample size consists of 440 students randomly selected from 23 secondary schools. An adopted questionnaire tagged "metacognitive reading strategies questionnaire," was used as the data gathering instrument, with a logical validity of 0.88 and Cronbach alpha of 0.73 as internal consistency. The data collected were analysed statistically using descriptive statistics and t-tests. Data analysis revealed that females' reading strategies outnumber males'; females' global strategies ranked highest, while females' problem-solving strategies ranked lowest; and students in urban secondary schools tended to utilise metacognitive reading strategies more frequently than their rural counterparts. This study also shows that students with higher age brackets make more use of metacognitive reading strategies than lower-age students. Therefore, it is recommended that educators should be prepared to educate students how to effectively utilise various components of metacognitive reading strategies. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1442516 |
| Database: | ERIC |
| Abstract: | This study ascertained the influence of gender, locality and age on metacognitive reading strategies of secondary school students. The sample size consists of 440 students randomly selected from 23 secondary schools. An adopted questionnaire tagged "metacognitive reading strategies questionnaire," was used as the data gathering instrument, with a logical validity of 0.88 and Cronbach alpha of 0.73 as internal consistency. The data collected were analysed statistically using descriptive statistics and t-tests. Data analysis revealed that females' reading strategies outnumber males'; females' global strategies ranked highest, while females' problem-solving strategies ranked lowest; and students in urban secondary schools tended to utilise metacognitive reading strategies more frequently than their rural counterparts. This study also shows that students with higher age brackets make more use of metacognitive reading strategies than lower-age students. Therefore, it is recommended that educators should be prepared to educate students how to effectively utilise various components of metacognitive reading strategies. |
|---|---|
| ISSN: | 2089-9823 2302-9277 |
