The Effect of Using a Strategy Based on Metacognition on Improving Reading Comprehension Among Eigth Grade Basic Students

Abstract

The purpose of this study was to investigate the effect of using a strategy based on metacognition on improving reading comprehension of eighth grade basic students. The subjects of the study were divided into two groups; one represented the experimental group which was taught through the metacognition strategy, and the control group which was taught through the traditional strategy. A reading comprehension test was implemented then, data were analyzed. The results showed that using metacognition strategy significantly improved the reading comprehension of students in the experiment group. No significant differences that can be attributed to the interaction between strategy used and the achievement levels were found.