Metacognitive strategies and reading comprehension of discontinuous texts in students of a public university
DOI:
https://doi.org/10.70577/asce.v5i1.704Keywords:
Metacognitive strategies; Reading comprehension; Non-continuous texts; Higher education.Abstract
The objective of this study was to determine the relationship between metacognitive strategies and reading comprehension of non-continuous texts in general studies students at a Peruvian public university. A quantitative, correlational, cross-sectional approach with a non-experimental design was used. The sample consisted of 146 students selected through non-probability convenience sampling. Data collection involved an adapted version of the Metacognitive Awareness of Reading Strategies Inventory (MARSI) and a reading comprehension test with non-continuous texts developed according to the PISA format. Validity was established through expert judgment (Ai = 1), and reliability was established using Cronbach's alpha coefficient for the questionnaire (α = .942) and KR-21 for the test (0.781). Descriptive analyses indicated that 56.8% of students considered themselves to have a high level of metacognitive strategy use, and 45.9% reached the expected level of achievement in reading comprehension. Spearman's rho coefficient was used to test the hypotheses, and the results showed a positive, but statistically significant, relationship between metacognitive strategies and reading comprehension of non-continuous texts (p < .05). The same was true for each of the strategic dimensions—global, problem-solving, and support—and the literal, inferential, and critical levels of comprehension. It is concluded that a high or excellent use of these strategies does not necessarily determine a high level of text comprehension.
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