The Evaluation of Education Faculty Students‟ Metacognitive Reading Strategies Usage According to Some Variables

Abstract

—The purpose of this research, is to determine how the education faculty students' abilities to make use of the strategies of understanding what they read, change depending on the usage of technology. In the research, frequency, percent and standard deviations from the descriptive statistics have been counted. T-test has been established in order to determine however cognitive reading strategies differentiate according to the technology usage factor. At the end of the research; it is found out that the participants' way of reaching the information has been effective on their usage of cognitive reading strategies, the frequency of playing video games on spare times and the usage of technology in daily life had no significant difference on the metacognitive reading strategies.