Metacognitive Awareness of Reading Strategies, Reading Practices and Academic Attainments of University Students

Sheikh Muhammad Irfan, Kamal Ahmed Soomro, Nasreen Hussain

Abstract


This study was conducted to examine the relationship between metacognitive awareness of reading strategies (MARS), and academic attainments (AA) of undergraduate business students. It also investigated the relationship between reading practices (RP) and MARS. There are three different categories of MARS – global, problem solving, and support reading strategies. The Metacognitive Awareness of Reading Strategies Inventory (MARSI), developed by Mokhtari and Reichard (2002) was used as the instrument for this study where the sample consisted of 571 male and female students of undergraduate business program from private and public universities of Karachi. The results showed Metacognitive Awareness of Reading Strategies significantly predicts academic attainments of university students. The findings suggest that conducting workshops or training sessions for promoting MARS may be helpful to enhance students’ concentration towards the reading process that may affect their learning.

 

Keywords: academic attainments, metacognitive awareness of reading strategies, reading practices, undergraduate students.


Keywords


academic attainments, metacognitive awareness of reading strategies, reading practices, undergraduate students.

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References


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DOI: http://dx.doi.org/10.22555/joeed.v6i1.2749

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Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License