doi: 10.7763/IJIET.2014.V4.464
The Evaluation of Education Faculty Students‟ Metacognitive Reading Strategies Usage According to Some Variables
Selva Kenanlar
,
Gulhiz Pilten
Abstract
The purpose of this research, is to determine how the education faculty students’ abilities to make use of the strategies of understanding what they read, change depending on the usage of technology. In the research, frequency, percent and standard deviations from the descriptive statistics have been counted. T-test has been established in order to determine however cognitive reading strategies differentiate according to the technology usage factor. At the end of the research; it is found out that the participants’ way of reaching the information has been effective on their usage of cognitive reading strategies, the frequency of playing video games on spare times and the usage of technology in daily life had no significant difference on the metacognitive reading strategies.
Keywords
- Metacognition
- reading strategies
- faculty of education
How to Cite
Selva Kenanlar and Gulhiz Pilten, "The Evaluation of Education Faculty Students‟ Metacognitive Reading Strategies Usage According to Some Variables," International Journal of Information and Education Technology, vol. 4, no. 6, pp. 531-534, 2014. https://doi.org/10.7763/IJIET.2014.V4.464
Copyright & License
Copyright © 2014 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).