Metacognitive Strategies Differ Across Academic Levels and Influence Success: A Cross-Sectional Study

Abstract

Introduction
Reading proficiency is crucial for academic success, yet students' reading strategies are often neglected. This study explores metacognitive awareness of reading strategies among O-Level and Matriculation students, particularly in engineering. Metacognition involves awareness and regulation of cognitive processes during reading. This study addresses the lack of comparative research on how educational frameworks influence reading strategies and academic performance by examining the metacognitive awareness of reading strategies.

Methods
A quantitative cross-sectional study was conducted using the Metacognitive Awareness of Reading Strategies Inventory (MARSI) questionnaire to examine metacognitive awareness of reading strategies. The questionnaire, covering global, problem-solving, and support strategies, was administered online to 100 students from A-Levels, intermediate, and professional engineering programs. Data was analyzed using SPSS version 26, employing descriptive statistics, t-tests, ANOVA, and correlation analysis.

Results
Careful reading and prior knowledge activation were the most frequently used strategies. Strategy use generally increased with educational level, with professional students showing higher usage. T-tests and ANOVA revealed significant differences in strategy use across groups, particularly for note-taking, careful reading, and purpose-text alignment, with advanced students demonstrating higher usage. Correlation analysis indicated that higher strategy uses correlates with better academic outcomes, especially for careful reading and note-taking.

Conclusion
Significant differences exist in reading strategy use among educational levels, with professional students employing more sophisticated strategies. These differences correlate with academic performance. The study suggests that targeted instruction in reading strategies, especially at earlier educational stages, could enhance metacognitive awareness and improve academic outcomes.