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.
Index Terms—Metacognition, reading strategies, faculty of education.
Selva Kenanlar and Gulhiz Pilten are with University of N. Erbakan, Konya CO 42090, Turkey (e-mail: email@example.com, firstname.lastname@example.org).
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.