The effects of metacognitive strategy in reading expository texts

Yahya Othman, Zamri Mahamud, Noradinah Jaidi

    Research output: Contribution to journalArticle

    Abstract

    The purpose of this study is to evaluate the performance of student achievement during comprehension lesson using metacognitive strategy and examine the effects of the strategy used in reading and understanding expository text lessons. Besides, this study also identified metacognitive strategy used by students in all three reading processes (before reading, during reading and after reading). The research applied a quasi-experimental design. Research sample involved Standard 4 students from a government primary school in Muara Brunei District. Samples were divided into two groups, namely the experimental group and the control group. Each group involved 30 average-ranking students. Research results were analysed using independent t-test samples to assess the significant differences for mean of reading comprehension performance between control group and experimental group during pre and post-tests. Meanwhile One Way Ancova analysis was used to determine the effects of using metacognitive strategy during reading comprehension lessons. Based on the t-test analysis, there was a significant difference of reading comprehension performance between the score of experimental group and control group, t = 12.96, p < 0.0. The analysis of One Way Ancova data, p= 0.00 < 0.05 (F " ratio = 493.22/2.25 = 219.41 p < 0.05) also proved that the significant effects of metacognitive strategy usage on comprehension lesson. Overall, the metacognitive strategy used by the students in this study has proven to enhance students' understanding on the texts that they have read.

    Original languageEnglish
    Pages (from-to)102-111
    Number of pages10
    JournalInternational Education Studies
    Volume7
    Issue number13
    DOIs
    Publication statusPublished - 2014

    Fingerprint

    comprehension
    Group
    student
    Brunei
    performance
    research results
    primary school
    ranking
    district

    Keywords

    • Expository text
    • Lesson
    • Metacognitive strategy
    • Quasi-experiment
    • Reading and comprehension

    ASJC Scopus subject areas

    • Education

    Cite this

    The effects of metacognitive strategy in reading expository texts. / Othman, Yahya; Mahamud, Zamri; Jaidi, Noradinah.

    In: International Education Studies, Vol. 7, No. 13, 2014, p. 102-111.

    Research output: Contribution to journalArticle

    Othman, Yahya ; Mahamud, Zamri ; Jaidi, Noradinah. / The effects of metacognitive strategy in reading expository texts. In: International Education Studies. 2014 ; Vol. 7, No. 13. pp. 102-111.
    @article{dd41aa074c7b42f4be8c2fe3340478e4,
    title = "The effects of metacognitive strategy in reading expository texts",
    abstract = "The purpose of this study is to evaluate the performance of student achievement during comprehension lesson using metacognitive strategy and examine the effects of the strategy used in reading and understanding expository text lessons. Besides, this study also identified metacognitive strategy used by students in all three reading processes (before reading, during reading and after reading). The research applied a quasi-experimental design. Research sample involved Standard 4 students from a government primary school in Muara Brunei District. Samples were divided into two groups, namely the experimental group and the control group. Each group involved 30 average-ranking students. Research results were analysed using independent t-test samples to assess the significant differences for mean of reading comprehension performance between control group and experimental group during pre and post-tests. Meanwhile One Way Ancova analysis was used to determine the effects of using metacognitive strategy during reading comprehension lessons. Based on the t-test analysis, there was a significant difference of reading comprehension performance between the score of experimental group and control group, t = 12.96, p < 0.0. The analysis of One Way Ancova data, p= 0.00 < 0.05 (F {"} ratio = 493.22/2.25 = 219.41 p < 0.05) also proved that the significant effects of metacognitive strategy usage on comprehension lesson. Overall, the metacognitive strategy used by the students in this study has proven to enhance students' understanding on the texts that they have read.",
    keywords = "Expository text, Lesson, Metacognitive strategy, Quasi-experiment, Reading and comprehension",
    author = "Yahya Othman and Zamri Mahamud and Noradinah Jaidi",
    year = "2014",
    doi = "10.5539/ies.v7n13p102",
    language = "English",
    volume = "7",
    pages = "102--111",
    journal = "International Education Studies",
    issn = "1913-9020",
    publisher = "Canadian Center of Science and Education",
    number = "13",

    }

    TY - JOUR

    T1 - The effects of metacognitive strategy in reading expository texts

    AU - Othman, Yahya

    AU - Mahamud, Zamri

    AU - Jaidi, Noradinah

    PY - 2014

    Y1 - 2014

    N2 - The purpose of this study is to evaluate the performance of student achievement during comprehension lesson using metacognitive strategy and examine the effects of the strategy used in reading and understanding expository text lessons. Besides, this study also identified metacognitive strategy used by students in all three reading processes (before reading, during reading and after reading). The research applied a quasi-experimental design. Research sample involved Standard 4 students from a government primary school in Muara Brunei District. Samples were divided into two groups, namely the experimental group and the control group. Each group involved 30 average-ranking students. Research results were analysed using independent t-test samples to assess the significant differences for mean of reading comprehension performance between control group and experimental group during pre and post-tests. Meanwhile One Way Ancova analysis was used to determine the effects of using metacognitive strategy during reading comprehension lessons. Based on the t-test analysis, there was a significant difference of reading comprehension performance between the score of experimental group and control group, t = 12.96, p < 0.0. The analysis of One Way Ancova data, p= 0.00 < 0.05 (F " ratio = 493.22/2.25 = 219.41 p < 0.05) also proved that the significant effects of metacognitive strategy usage on comprehension lesson. Overall, the metacognitive strategy used by the students in this study has proven to enhance students' understanding on the texts that they have read.

    AB - The purpose of this study is to evaluate the performance of student achievement during comprehension lesson using metacognitive strategy and examine the effects of the strategy used in reading and understanding expository text lessons. Besides, this study also identified metacognitive strategy used by students in all three reading processes (before reading, during reading and after reading). The research applied a quasi-experimental design. Research sample involved Standard 4 students from a government primary school in Muara Brunei District. Samples were divided into two groups, namely the experimental group and the control group. Each group involved 30 average-ranking students. Research results were analysed using independent t-test samples to assess the significant differences for mean of reading comprehension performance between control group and experimental group during pre and post-tests. Meanwhile One Way Ancova analysis was used to determine the effects of using metacognitive strategy during reading comprehension lessons. Based on the t-test analysis, there was a significant difference of reading comprehension performance between the score of experimental group and control group, t = 12.96, p < 0.0. The analysis of One Way Ancova data, p= 0.00 < 0.05 (F " ratio = 493.22/2.25 = 219.41 p < 0.05) also proved that the significant effects of metacognitive strategy usage on comprehension lesson. Overall, the metacognitive strategy used by the students in this study has proven to enhance students' understanding on the texts that they have read.

    KW - Expository text

    KW - Lesson

    KW - Metacognitive strategy

    KW - Quasi-experiment

    KW - Reading and comprehension

    UR - http://www.scopus.com/inward/record.url?scp=84919730407&partnerID=8YFLogxK

    UR - http://www.scopus.com/inward/citedby.url?scp=84919730407&partnerID=8YFLogxK

    U2 - 10.5539/ies.v7n13p102

    DO - 10.5539/ies.v7n13p102

    M3 - Article

    VL - 7

    SP - 102

    EP - 111

    JO - International Education Studies

    JF - International Education Studies

    SN - 1913-9020

    IS - 13

    ER -