THE EFFECTS OF METACOGNITIVE STRATEGY INSTRUCTION ON STUDENTS' READING PROFICIENCY: A QUASI-EXPERIMENTAL DESIGN

Authors

  • Pham Thi Quynh Hanoi University of Science and Technology

DOI:

https://doi.org/10.51453/2354-1431/2024/1056

Keywords:

Metacognitive Strategy Instruction (MSI), quasi-experimental design, reading proficiency.

Abstract

The primary objective of this study was to look into the effect of metacognitive strategy training (MSI) on students' reading ability. The study used a quasi-experimental method and comprised two cohorts of students: the experimental group (EG) was assigned to receive explicit MSI, whereas the control group (CG) did not. The participants were given pre- and post-tests to determine their degree of reading proficiency. Descriptive statistics, correlation analysis, the paired samples t-test, and confidence interval analysis were used to evaluate the data. The findings demonstrated a considerable increase in the experimental group's (EG) reading abilities, as shown by a higher average score on the post-test compared to the pre-test. The control group, on the other hand, showed no discernible gain in reading skills. This study's results give empirical evidence in support of the premise that there is a positive relationship between MSI and students' reading ability. The research underlines the need of educators adopting MSI into their teaching approaches, as well as the importance of offering explicit training in these techniques. The implications of the findings for the design of effective literacy programs are crucial for educational policymakers, emphasizing the need for more research into the long-term effects of MSI on reading proficiency.

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Published

2025-01-16

How to Cite

Pham, Q. (2025). THE EFFECTS OF METACOGNITIVE STRATEGY INSTRUCTION ON STUDENTS’ READING PROFICIENCY: A QUASI-EXPERIMENTAL DESIGN. SCIENTIFIC JOURNAL OF TAN TRAO UNIVERSITY, 10(3). https://doi.org/10.51453/2354-1431/2024/1056

Issue

Section

Humanities and Social Sciences