University students' metacognitive knowledge on reading technique and academic success

Abstract

The goal of this study is to learn more about how college students take a look at Metacognitive knowledge on Reading Techniques (MARSI), a questionnaire intended to find out students' knowledge of reading technique when they are reading literary works. The most important question is what students believe about the role of problem-solving, global reading, and support reading strategies play in academic success. 141 individuals representing two universities took part in this study. The tool used to gather the data was described by the MARSI-R one's reflection. A survey of reading strategies was used to examine the students' metacognitive understanding of the global, problem-solving, and support reading strategies used in academic reading. The findings showed that the participants routinely employed academic reading strategies and were therefore conversant with them. While they used and were aware of problem- solving techniques the majority of the time, academic reading students used and understood reading techniques the least. They used problem-solving techniques frequently and were aware of them, but they used the fewest supporting techniques when reading academically. The research findings revealed that participants were aware of and frequently used academic reading strategies.

Keywords

• Marsi
• Metacognitive Awareness
• Probelm Solving

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