Metacognitive Knowledge and Cognitive Reading Strategy Use as Predictors of Reading Comprehension Performance among Form Three Students in Kiambu County, Kenya
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Date
2018
Authors
Mwathi, Dorothy Wangari
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
The ability to understand and use information from text is a key predict of a student’s success in
school learning. Not all factors related to this ability have been adequately investigated. The
purpose of this study was to examine metacognitive knowledge and cognitive reading strategy use
as predictors of reading comprehension performance among form three students in Lari Sub
County, Kiambu County. The study also tested for gender differences in metacognitive knowledge
and cognitive reading strategy use. Flavell’s metacognition Theory guided the study. The study
adopted a correlational research design. The target population was all the form three students from
all public and private secondary schools in Lari Sub County. Purposive sampling was used to select
Lari Sub County and form three students while proportionate stratified random sampling technique
was used to select schools from the 38 public and private schools in Lari Sub County as well as to
select the 320 students from the schools selected. Data was collected using five instruments:
Cognitive Reading Strategy Use Questionnaire, Metacognitive Knowledge Questionnaire,
observation checklist, pro forma summary of students’ scores in reading comprehension and a
comprehension tests. A sample size of 32 students (10% of the actual sample) was used for the pilot
study. This was from a school within the county, which was not in the actual study sample. This
was done to ascertain the reliability and validity of the research instruments. Data collected was
analyzed using both descriptive and inferential statistics. Pearson’s Product Moment Correlation
Coefficient(r), Multiple Regression and independent samples t-test were used for inferential data
analysis. The results revealed that there was a moderate, positive significant correlation between
person knowledge (r (317) = .21, p < .05 and reading comprehension. Task knowledge and strategy
knowledge had a positive but insignificant correlation with reading comprehension. Global reading
strategy use (r (317) = .21, p < .05), support reading strategy use (r (317) = .21, p < .05) and
problem solving reading strategy use (r (317) =.19, p < .05) were all positively and significantly
correlated to reading comprehension, with global and support reading strategies having the
strongest correlation. The findings further revealed that there were no significant gender differences
in person knowledge, (t = -1.36, df =317, p > .05) task knowledge (t = -1.34), df = 317, p > .05) and
strategy knowledge (t = -1.07, df = 317, p > .05). Among the cognitive reading strategy use sub
scales, only problem solving reading strategy use had a significant gender difference which was in
favor of boys. Person knowledge and global reading strategy use were found to be the best
predictors of reading comprehension performance. Findings from observation data showed that,
none of the cognitive reading strategies sub scales had significant correlation with reading
comprehension performance. No significant gender differences were found in the use of three sub
scales of cognitive reading strategies observed. It was recommended that teachers lay more
emphasis on global reading strategy use; found to be the best predictor of reading comprehension.
Teachers should also assist girls improve their use of problem solving reading strategy use.
Description
A Research Thesis Submitted in Partial Fulfilment of Requirements for the Award of the Degree of Doctor of Philosophy in Educational Psychology in the School of Education of Kenyatta University. October, 2018