METACOGNITIVE READING STRATEGIES IN RELATIONSHIP WITH SCHOLASTIC ACHIEVEMENT IN SCIENCE OF IX STANDARD STUDENTS OF ENGLISH MEDIUM SCHOOLS IN AURANGABAD CITY

Abstract

Metacognition is “thinking about thinking†or a higher thinking method. Metacognition involves activities such as planning how to approach a learning task, monitoring comprehension, and evaluating the progress. Metacognition is used by people on everyday basis. For example, after reading a paragraph the reader may ask himself questions about the text. If the reader cannot answer his own questions then he must go back and reread or use some metacognitive strategies for better understanding. This study throws light on the metacognitive reading strategies of IX standard students of English medium schools of Aurangabad city and explore their relationship with their scholastic achievement in science. The study was carried out on 100 students of IX standard from English medium schools of Aurangabad city. The metacognitive strategies used by students were measured by a tool “Metacognitive Awareness of Reading Strategies†prepared by Mokhtari and Richard (2002). The findings reveal that there is positive and moderate relationship between metacognitive reading strategies and scholastic achievement in science. It is also revealed from the findings that female students are better in metacognitive strategies than male students.