Metacognitive Awareness to Learning and Reading Success of College Students
DOI:
https://doi.org/10.5281/zenodo.15525902Keywords:
metacognitive awareness to learning , reading success, metacognitionAbstract
This study was conducted to examine the relationship between metacognitive awareness to learning and reading success of the college students at a state university during the second semester academic year 2024-2025. Specifically, the study aimed to determine the level of students’ metacognitive awareness to learning, assess their level of reading success, and explore connection between the variables. A total of 287 students were randomly selected from a population of 1, 130 college students. To gather the necessary data, the researcher utilized two instruments. The first was a 30-item adopted questionnaire developed by Kouider Mokhtari and Carla Reichard (2002) designed to measure metacognitive awareness to learning. The second was a 28-item adapted and modified reading comprehension test, aimed at evaluating students’ reading success. The findings of the study revealed that the college students exhibited a high level of metacognitive awareness to learning. Likewise, the students demonstrated a high level of reading success, suggesting that they possess foundational reading skills and are capable of sustaining comprehension and critical thinking. Moreover, the study found a weak but statistically significant positive correlation between metacognitive awareness to learning and reading success. This implies that while the relationship between the two variables is not strong, students with higher level of metacognitive awareness to learning tend to perform slightly better in reading-related tasks. As a result, the null hypothesis – stating that there is no significant relationship between metacognitive awareness to learning and reading success – was rejected.
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