Relationships Between :Metacognitive Awareness, Learning Styles, and Reading Comprehension in English Language Learning
The aim of this study was to determine the relationships between metacognitive awareness, learning styles, and reading comprehension. The study was conducted in the District of Hulu Langat with a total of 284 students who were randomly sampled from two boarding and two day schools. The Metacogni...
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| 主要作者: | |
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| 格式: | Thesis |
| 語言: | English English |
| 出版: |
2001
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| 主題: | |
| 在線閱讀: | http://psasir.upm.edu.my/id/eprint/9243/1/FPP_2001_18.pdf |
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| 總結: | The aim of this study was to determine the relationships between
metacognitive awareness, learning styles, and reading comprehension. The study
was conducted in the District of Hulu Langat with a total of 284 students who
were randomly sampled from two boarding and two day schools.
The Metacognitive Awareness Inventory (MAl) was used to assess the
metacognitive awareness level of the students. The Barsch Learning-style
Inventory (BLSI) categorized the students into auditory, tactile, and visual
learners. To assess the students' reading comprehension ability, they sat for the
reading comprehension test. Frequency distribution, independent t-test, and Pearson correlation test were
used to analyze the data. The students' metacognitive awareness scores indicated
that the females had a higher metacognitive awareness (x = 129.72) than the
males (x = 129.62). Furthermore, statistically students from the day schools had a
better metacognitive awareness level (x = 132.16) than those in the boarding
schools (x = 125.86).
Analysis showed that the males were more auditory (x = 18.36) and visual
(x = 20.66) than the females. However, the females were more tactile (x = 17.70).
Moreover, the day school students were more auditory (x = 18.38) and tactile (x =
17.51) than the boarding school students. Nevertheless, the boarding school
students were more visual (x = 20.78). |
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