International Journal of Innovative Research and Development

Abstract

A descriptive study titled Metacognitive awareness in academic reading strategies among BSc. Nursing students was conducted among the BSc. Nursing students at Government College of Nursing, Kozhikode. Out of 237 students from all batches, 224 students were participated in the study. A 16 item Semi structured questionnaire on socio personal and academic data, and a 30 item Metacognitive Awareness of Reading Strategies Inventory (MARSI) were administered to measure the key variables. MARSI is a validated, self administered, and Likert-type inventory with established reliability and factorial validity. The items of MARSI focus on three sub domains like Global Reading Strategies (GLOB Subscale), Problem Solving Strategies (PROB Subscale) and Support reading strategies (SUP Subscale). Out of its maximum score of 150, the participants obtained an overall mean score of 112.02 (SD14.47) which showed that the BSc. Nursing students have high metacognitive awareness in their academic reading strategies. But a year wise comparison showed that the mean scores of first year students exceeds that of all other batches and a subsequent one way ANOVA demonstrated significant difference between the four batches. For overall score, F-value 4.793 (p<.005), for GLOB Subscale F-value 3.974(p< 0.05), PROB Subscale, F-value 3.177 (p<.05) and for SUP Subscale F-value 4.218 (p< 0.05). The study also revealed significant association of metacognitive awareness in academic reading strategies with selected variables like gender, preferred mode of study before coming to Nursing and their plus two grades.

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