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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Main Author:	Mokhtar, Ahmad Azman
Format:	Thesis
Language:	English English
Published:	2001
Subjects:	English language - Knowledge and learning - Hulu Langat. English language - Styles - Hulu Langat. Study skills - Hulu Langat.
Online Access:	http://psasir.upm.edu.my/id/eprint/9243/1/FPP_2001_18.pdf
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id	my-upm-ir.9243
record_format	uketd_dc
spelling	my-upm-ir.92432024-02-13T03:17:33Z Relationships Between :Metacognitive Awareness, Learning Styles, and Reading Comprehension in English Language Learning 2001-08 Mokhtar, Ahmad Azman 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). English language - Knowledge and learning - Hulu Langat. English language - Styles - Hulu Langat. Study skills - Hulu Langat. 2001-08 Thesis http://psasir.upm.edu.my/id/eprint/9243/ http://psasir.upm.edu.my/id/eprint/9243/1/FPP_2001_18.pdf text en public masters Universiti Putra Malaysia English language - Knowledge and learning - Hulu Langat. English language - Styles - Hulu Langat. Study skills - Hulu Langat. Faculty of Educational Studies Ahmad Tarmizi, Rohani English
institution	Universiti Putra Malaysia
collection	PSAS Institutional Repository
language	English English
advisor	Ahmad Tarmizi, Rohani
topic	English language - Knowledge and learning - Hulu Langat. English language - Styles - Hulu Langat. Study skills - Hulu Langat.
spellingShingle	English language - Knowledge and learning - Hulu Langat. English language - Styles - Hulu Langat. Study skills - Hulu Langat. Mokhtar, Ahmad Azman Relationships Between :Metacognitive Awareness, Learning Styles, and Reading Comprehension in English Language Learning
description	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).
format	Thesis
qualification_level	Master's degree
author	Mokhtar, Ahmad Azman
author_facet	Mokhtar, Ahmad Azman
author_sort	Mokhtar, Ahmad Azman
title	Relationships Between :Metacognitive Awareness, Learning Styles, and Reading Comprehension in English Language Learning
title_short	Relationships Between :Metacognitive Awareness, Learning Styles, and Reading Comprehension in English Language Learning
title_full	Relationships Between :Metacognitive Awareness, Learning Styles, and Reading Comprehension in English Language Learning
title_fullStr	Relationships Between :Metacognitive Awareness, Learning Styles, and Reading Comprehension in English Language Learning
title_full_unstemmed	Relationships Between :Metacognitive Awareness, Learning Styles, and Reading Comprehension in English Language Learning
title_sort	relationships between :metacognitive awareness, learning styles, and reading comprehension in english language learning
granting_institution	Universiti Putra Malaysia
granting_department	Faculty of Educational Studies
publishDate	2001
url	http://psasir.upm.edu.my/id/eprint/9243/1/FPP_2001_18.pdf
_version_	1794018808363483136

Relationships Between :Metacognitive Awareness, Learning Styles, and Reading Comprehension in English Language Learning

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