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All Journal Loquen: English Studies Journal Journal of Linguistics, Literature and Language Teaching
Berhe, Elfinesh
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Arts Humanities Languange, Linguistic, Communication & Media

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An Examination on the Impact of Reading Strategies Employed by Secondary School Students on Their Reading Performance and the Role of Gender on the Use of These Strategies Berhe, Elfinesh; G/Mariam, Alamirew
Loquen Vol 18 No 1 (2025): January-June
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/loquen.v18i1.10827

Abstract

This study aimed to investigate the relationship between students’ strategy use and their reading performance, particularly highlighting any notable differences between male and female students. To this end, one hundred and thirty (71 female and 59 male) grade nine students participated in the study. Data was collected using the TOEFL reading comprehension test and the Metacognitive Reading Strategy Inventory (MARSI). The Statistical Package for the Social Sciences (SPSS) version 24 was utilized for data analysis. Descriptive statistics, including frequencies, means, and standard deviations, were utilized to determine the extent of students’ awareness and utilization of reading strategies. Moreover, the Pearson correlation coefficient was employed to examine the association between strategy usage and reading performance. An independent sample t-test was also conducted to identify any differences in strategy usage between male and female students. The result showed a significant relationship between the utilization of strategies and reading performance. The t-test indicated no notable differences in overall strategy usage between male and female students collectively. When examining the achievement levels of male and female students, significant differences in strategy usage was found for both low and high achievers. However, there were no significant differences identified among male and female students performing at a medium level. The study suggests that ninth-grade students would benefit from enhanced opportunities to employ effective reading strategies. Future research could build on these findings by expanding the scope of the investigation.
Metacognitive Reading Strategies Employed by Grade Nine Male and Female Students: A Study in Addis Ababa Secondary Schools Berhe, Elfinesh; G/Mariam, Alamirew
Journal of Linguistics, Literature, and Language Teaching (JLLLT) Vol. 3 No. 2 (2024): Journal of Linguistics, Literature and Language Teaching (JLLLT)
Publisher : Asosiasi Dosen Perguruan Tinggi Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37249/jlllt.v3i2.756

Abstract

This study examined the level and preference of metacognitive reading strategies used by Grade 9 students at Ula-dula General Secondary School in Ethiopia. 130 students (59 males and 71 females) participated in the study and filled out the questionnaire. Six of them took part in the interviews. The data was collected using the Metacognitive Awareness Reading Strategy Inventory (MARSI) and a semi-structured interview. SPSS (Statistical Package for the Social Sciences Version 24) was used to analyze the quantitative data, while thematic analysis was employed for the qualitative data. The results indicated that students used the metacognitive reading strategies moderately, with an average mean score of 2.8. However, individual students' use of the strategies showed that 40% of the students used the strategies at a low level, 26.2% at a high level, and 33.8% at a medium level. The problem-solving strategies were used most frequently, followed by global and support strategies in second and third place, respectively. Problem-solving and global strategies were utilized moderately, while support strategies were employed at a lower level. The results of an independent sample t-test revealed no significant correlation between the gender of the students and their usage of the strategies. In summary, while the average result showed that students, as a whole, used the strategies moderately, the majority of individual students were found to use them at a low level. The qualitative data provided further evidence to support the quantitative findings. The result suggests that the students' low level of reading proficiency might have been due to a lack of awareness and inappropriate utilization of reading strategies.
Co-Authors G/Mariam, Alamirew