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Relationships Between :Metacognitive Awareness, Learning Styles, and Reading Comprehension in English Language Learning

Mokhtar, Ahmad Azman (2001) Relationships Between :Metacognitive Awareness, Learning Styles, and Reading Comprehension in English Language Learning. Masters thesis, Universiti Putra Malaysia.

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The aim of this study was to determine the relationships between metacognitive awareness, learning styles, and reading comprehension. The study was conducted in the District of Hulu Langat with a total of 284 students who were randomly sampled from two boarding and two day schools. The Metacognitive Awareness Inventory (MAl) was used to assess the metacognitive awareness level of the students. The Barsch Learning-style Inventory (BLSI) categorized the students into auditory, tactile, and visual learners. To assess the students' reading comprehension ability, they sat for the reading comprehension test. Frequency distribution, independent t-test, and Pearson correlation test were used to analyze the data. The students' metacognitive awareness scores indicated that the females had a higher metacognitive awareness (x = 129.72) than the males (x = 129.62). Furthermore, statistically students from the day schools had a better metacognitive awareness level (x = 132.16) than those in the boarding schools (x = 125.86). Analysis showed that the males were more auditory (x = 18.36) and visual (x = 20.66) than the females. However, the females were more tactile (x = 17.70). Moreover, the day school students were more auditory (x = 18.38) and tactile (x = 17.51) than the boarding school students. Nevertheless, the boarding school students were more visual (x = 20.78).

Item Type:Thesis (Masters)
Subject:English language - Knowledge and learning - Hulu Langat.
Subject:English language - Styles - Hulu Langat.
Subject:Study skills - Hulu Langat.
Chairman Supervisor:Rohani Ahmad Tarmizi, PhD
Call Number:FPP 2001 18
Faculty or Institute:Faculty of Educational Studies
ID Code:9243
Deposited By: Laila Azwa Ramli
Deposited On:17 Jan 2011 11:53
Last Modified:08 Jun 2012 09:55

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