Metacognitive Awareness Of Reading Strategies And Socioeconomic Status Of University Students

Abstract

The current study aimed to seek the association between metacognitive awareness of reading strategies (MARS), and socioeconomic status (SES) of undergraduate business students. MARS has three basic classifications – problem solving, global and support reading strategies. Metacognitive Awareness of Reading Strategies Inventory (Mokhtari and Reichard, 2002) was employed whereas some items to assess SES of students were developed for this study. The reliability and validity were established. The pupils of private and public universities at tertiary level participated in it voluntarily. The results revealed that Socioeconomic Status is a significant predictor of Metacognitive Awareness of Reading Strategies of university students. The findings suggest that conducting workshops or training sessions for promoting MARS may be helpful to enhance students’ concentration towards the reading process that may affect their learning and reading habits. MARS should be made a part of curriculum of preservice teachers’ degree or certificate programs.