The Relationship between Metacognitive Awareness of Reading Strategies and Success of Science of the 5th Grade Students in Secondary School
Abstract
In this study, the relationship between metacognitive
awareness of reading strategies and success of science of 5th grade
students in secondary school is aimed to reveal. In this sense, using levels of
students' reading strategies, the relationship between these strategies and
their success of science and also whether these strategies varies according to
certain demographic characteristics is investigated. Turkish version –adapted by Öztürk (2012)- of
reading strategies scale which was originally developed by Mokhtari and Reichard
(2002) was used for that purpose. 5 point likert scale consists of 30 items. The scale consists of three factors including
General Reading, Problem Solving Based Reading Strategies and Supportive
Reading Strategies. The study was conducted with the participation of 241
secondary school students in the 5th grade. The final grades of students in
science classes were taken as a basis as a measure of success. In this study,
methods of descriptive statistics including; frequency, percentage and
averaging analysis, T-test, Anova and Scheffé tests for the detection of
differences between independent variables and Pearson correlation analysis to
determine the level and direction of the relationship between the two variables
were performed. As a result of analyses, it was found that
students have moderate levels of metacognitive awareness about each reading
strategies. It was seen that students have higher levels of metacognitive awareness
in terms of Problem Solving-based Reading Strategy rather than General Reading
Strategies and Supportive Reading Strategies. Students' metacognitive awareness
of reading strategies were found to vary in favor of girls and moderate and
meaningful relationships have been identified between their awareness and
success in science classes
Keywords
References
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