COMPARISON OF THE IMPACT OF METACOGNITIVE AND METAREPRESENTATIONAL PROCESSING STRATEGIES ON STUDENTS’ READING COMPREHENSION PERFORMANCE IN THREE GOVERNMENT SECONDARY SCHOOLS, ZARIA

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dc.contributor.authorALTI, KASIM
dc.date.accessioned2015-03-19T07:56:35Z
dc.date.available2015-03-19T07:56:35Z
dc.date.issued2014-03
dc.descriptionBEING A PhD DISSERTATION SUBMITTED TO THE DEPARTMENT OF ARTS AND SOCIAL SCIENCES EDUCATION, FACULTY OF EDUCATION, AHMADU BELLO UNIVERSITY, ZARIA. IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF DOCTOR OF PHILOSOPHY IN EDUCATION (TEACHING ENGLISH AS A SECOND LANGUAGE) MARCH, 2014en_US
dc.description.abstractThis study compared the impact of metacognitive and metarepresentational processing strategies of students’ English reading comprehension. Three schools were involved (Aminu, Bomo and Kwangila Government Secondary Schools). The study sample consisted of 450 SS II students (boys and girls). A quasi-experimental study was undertaken involving Solomon 4 group design. The subjects were assigned two treatment groups of 150 each, metacognitive group (Aminu Secondary School), and metarepresentational group (Kwangila Secondary School). Government Secondary School Bomo was used as control group with 150 sampled students. Metacognitive group was exposed to metacognitive processing strategies of reading comprehension, while metarepresentational group was treated with metarepresentational processing strategies for 12 weeks, per group. The impact of each group’s reading comprehension processing strategies according to low, middle, and high levels was compared to the other. This was based on phases I (no treatment), II and III of the treatment period. The findings showed that both metacognitive and metarepresentational processing strategies positively facilitated students’ reading comprehension because they performed higher than the control group across phases. Metarepresentational group performed higher than metacognitive group because of differential treatment impact. It was also found that metarepresentational group performed higher on critical level of reading comprehension because it generated contextually expansive comprehension processing among students. The study, therefore, recommended that both metacognitive and metarepresentational processing strategies of teaching and learning of reading comprehension process be included in secondary schools with emphasis on metarepresentational strategies. The two strategies boosted students’ comprehension processing and in turn, impacted on their reading comprehension performance.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/6257
dc.language.isoenen_US
dc.subjectCOMPARISON,en_US
dc.subjectMETACOGNITIVE,en_US
dc.subjectMETAREPRESENTATIONAL,en_US
dc.subjectSTRATEGIES,en_US
dc.subjectCOMPREHENSION,en_US
dc.subjectPERFORMANCEen_US
dc.titleCOMPARISON OF THE IMPACT OF METACOGNITIVE AND METAREPRESENTATIONAL PROCESSING STRATEGIES ON STUDENTS’ READING COMPREHENSION PERFORMANCE IN THREE GOVERNMENT SECONDARY SCHOOLS, ZARIAen_US
dc.typeThesisen_US
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