RESEARCH OF SOCIAL SCIENCES (SMC-PRIVATE) LIMITED(ROSS) & PAKISTAN SOCIAL SCIENCES REVIEW (PSSR) adheres to Creative Commons Attribution-Non Commercial 4.0 International License. The authors submitting and publishing in PSSR agree to the copyright policy under creative common license 4.0 (Attribution-Non Commercial 4.0 International license). Under this license, the authors published in PSSR retain the copyright including publishing rights of their scholarly work and agree to let others remix, tweak, and build upon their work non-commercially. All other authors using the content of PSSR are required to cite author(s) and publisher in their work. Therefore, RESEARCH OF SOCIAL SCIENCES (SMC-PRIVATE) LIMITED(ROSS) & PAKISTAN SOCIAL SCIENCES REVIEW (PSSR) follow an Open Access Policy for copyright and licensing.
How to Cite
Metacognitive Awareness and Reading Comprehension: Association across Gender and Sector
Abstract
The researcher undertook this study to ascertain the prospective teachers’ metacognitive awareness, their reading comprehension level, and the correlation between them at the university level. 600 participants from different universities of Lahore were selected as a sample. Data was gathered through a modified MAI and a reading comprehension test. Analysis was done through different statistical analysis techniques. The results showed that prospective teachers demonstrate a high level of metacognitive awareness and reading comprehension. However, there was no significant variance in metacognitive awareness and reading comprehension based on gender and sector. Correlation analysis showed that a significant moderate positive relationship is present between metacognitive awareness and reading comprehension. It is encouraged that programs and workshops aiming to impart metacognitive awareness in teachers of the future may be added into the teacher training curriculum. Additionally, it is suggested that instructors should make a conscious effort to create class environments that may prove helpful in nurturing and promoting metacognitive awareness and reading comprehension in prospective teachers as it may prove vital for their careers as a teacher
Authors
Dr. Tariq Hussain
Assistant Professor, IER, University of the Punjab, Lahore, Punjab, Pakistan
Dr. Aroona Hashmi
Assistant Professor, IER, University of the Punjab, Lahore, Punjab, Pakistan
Fazilat Mehboob
M. Phil Scholar, IER, University of the Punjab, Lahore, Punjab, Pakistan
