The role of gender in the use of metacognitive awareness reading strategies among biology students

Abstract

Metacognitive Awareness Reading Strategies used by students while reading academic material is one of the factors that lead to students’ future academic achievement. This study aims to determine the association between gender and gender differences in the perceived use of Metacognitive Awareness Reading Strategies (Global, Problem-Solving & Support Reading strategies) among Biology students in a Matriculation College situated in State of Kedah, Malaysia. In this study, 318 Matriculation College students participated, in which 97 male students and 221 female students studied Biology as one of the subjects. They rated their own perceived use level of Metacognitive Awareness Reading Strategies using Metacognitive Awareness of Reading Strategies Inventory (MARSI) adapted from Mokhtari and Reichard (2002). The findings show that female students use Metacognitive Awareness Reading Strategies more frequently compared to male students while reading academic materials. The findings show that students apply problem-solving strategies the most compared to the other metacognitive reading strategies, while the least used strategy is the global reading strategy. However, there are no significant difference between males and females for both these strategies. In comparison, male and female students differ in the application of Support Reading Strategies, where more females use the strategies compared to males. Students themselves should learn Metacognitive Awareness Reading Strategies and apply them in their Biology reading. Global reading strategies, too, should be given more attention as this is the least used strategy. A more balanced use of all the metacognitive strategies would help students to improve their level of achievement as each strategy has its own strengths. Future research should investigate the ways to nurture metacognitive skills in reading as one of the strategies to improve reading comprehension and future performance in Biology.