scholarly journals Reading Comprehension and Metacognitive Strategies in First Year Engineering University Students in Pakistan

2018 ◽  
Vol 8 (6) ◽  
pp. 78
Author(s):  
Mansoor Ahmed Channa ◽  
Abdul Malik Abassi ◽  
Stephen John ◽  
Jam Khan Mohammad ◽  
Masood A. Memon ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Classroom Practice ◽  
Engineering Students ◽  
Metacognitive Strategies ◽  
First Year ◽  
Reading Practice ◽  
Focus Group Interviews ◽  
Reading Text ◽  
Group Interviews ◽  
Main Ideas

The paper investigates the use of metacognitive strategies by first year engineering students at the time of classroom practice on reading text. The study was conducted in four engineering departments of a university in Pakistan. Data was collected through focus group interviews of first year engineering students. The researchers developed interview questions which were validated by two experts at university Malaysia Sarawak. Students were divided into 8 groups and each group had 5 informants.  The data was recorded in audio-tape and organized gathered data through NVivo version 8 for interpretation of the results. The most important themes were generated through data analysis including thinking through images of the texts, selecting the main ideas, selecting the topic sentences, scanning of the texts, summarizing of the texts, and Questioning. The study contributed theoretically by giving the most promising results which showed that more than half of these groups used metacognitive strategies in classroom reading practice while less than half of groups did not use strategies and remained poor in reading comprehension. This study proposed to develop reading comprehension courses and syllabus based on reading strategies for engineering students. 

scholarly journals Investigating Metacognitive Strategies for overcoming Barriers to Reading Comprehension: Insights from a Pakistani Context

2018 ◽  
Vol 6 (1) ◽  
pp. 37-52
Author(s):  
Mansoor Ahmed Channa ◽  
Abdul Malik Abassi ◽  
Zaimuariffudin Shukri Nordin ◽  
Jam Khan Muhammad ◽  
Rubina Shaheen Arain
Keyword(s):  
Reading Comprehension ◽  
Focus Group ◽  
Engineering Students ◽  
Focus Group Interview ◽  
Research Work ◽  
Metacognitive Strategies ◽  
First Year ◽  
Reading Practice ◽  
Audio Tape ◽  
First Year Students

Abstract The main aim of this research was to investigate metacognitive strategies through reading comprehension practice by first year students of engineering departments. The students of four engineering departments were selected as the participants in this research work. The qualitative instrument based on focus group interview was used for collecting data from first year students of four engineering departments to know the perceptions and their needs to develop reading comprehension through metacognitive strategies. The researchers developed interview questions for this study. These questions were validated by two experts of faculty of cognitive science and human development at university Malaysia Sarawak. The researchers obtained permission from the chairmen of four departments at a university in Pakistan. Almost 8 groups consisting of 5 informants in each participated in this research. The data was documented by using audio-tape; NVivo software, version 8 was used to organize data for obtaining main themes of the study. This research generated the most important themes for the interpretation of the results. The study contributed the most promising results which revealed that more than half of these groups used metacognitive strategies in classroom reading practice while less than half of groups did not use strategies and remained poor in reading comprehension. This research suggested administrators, teachers, and curriculum designers to design and implement reading comprehension courses and syllabus for first year engineering students.

scholarly journals A Quantitative Research for Improving Reading Comprehension of First Year Engineering Students of QUEST, Pakistan Through Metacognitive Strategies

2018 ◽  
Vol 8 (4) ◽  
pp. 73
Author(s):  
Zaimuariffudin Shukri Nordin ◽  
Mansoor Ahmed Channa ◽  
Abdul Malik Abassi
Keyword(s):  
Reading Comprehension ◽  
Quantitative Research ◽  
Engineering Students ◽  
Reading Proficiency ◽  
Metacognitive Strategies ◽  
First Year ◽  
Course Material ◽  
The Mean ◽  
Effective Reading Strategies ◽  
Scaffolding Strategies

This quantitative research investigates first year engineering students’ reading comprehension using the different metacognitive strategies and scaffolding strategies. The research was undertaken at QUEST, Nawabshah, Pakistan. The respondents of this research were taken from four engineering departments including Mechanical Engineering, Energy and Environmental Engineering, Electrical Engineering, and Computer System Engineering. A set of questionnaire was used among 311 respondents. The data was analyzed using descriptive statistics to analyze research variables through SPSS 17 for producing the Percentages, Mean and Standard Deviation of the data. The results acquired from data suggested that the engineering respondents used their metacognitive strategies in order to make their comprehension easy to apprehend the meaning of reading passages. This research also revealed the average uses of twenty important categories on metacognitive strategies as reported by engineering respondents. The mean score for ‘I often find that I have been reading for class but don’t know what it is all about’ category (M = 2.65) was rated by the respondents of this research as the highest; while the mean score for ‘reading instructions carefully before beginning a task’ (M = 1.54) was rated as the lowest. The results also showed that the respondents of this study revealed the average uses of the twelve important categories of scaffolding. However, the mean score for ‘When studying this course I often set aside time to discuss the course material with a group of students from the class’ category (M = 2.29) was the highest for all respondents; whereas, the mean score for ‘I ask teachers/students for help when they do not understand’ (M = 1.37) was the lowermost. However, no category of metacognitive strategies and scaffolding fell into low level of usage. To sum up, results are presented for developing effective reading strategies for engineering students to improve their reading proficiency.

scholarly journals Measuring Reliability of Metacognitive Strategies in Reading Comprehension Questionnaire: A Pilot Study on First Year Engineering Students in Pakistan

2016 ◽  
Vol 1 (2) ◽  
pp. 11-19
Author(s):  
Mansoor Ahmed Channa ◽  
Zaimuariffudin Shukri Nordin
Keyword(s):  
Reading Comprehension ◽  
Pilot Study ◽  
Psychometric Properties ◽  
Engineering Students ◽  
Metacognitive Strategies ◽  
First Year ◽  
Thought Processes ◽  
Cronbach’S Alpha ◽  
Cronbach's Alpha ◽  
Alpha Reliability

This study aimed to investigate the reliability (psychometric properties) of the metacognitive strategies questionnaire piloted on Pakistani engineering students of QUEST, Nawabshah. The questionnaire had four parts including demographic, reading comprehension, metacognition, and scaffolding having 53 questions that were tested on 37 first year engineering students. The Cronbach’s Alpha reliability was measured through SPSS 17. The results showed that the Cronbach’s Alpha reliability concerning reading comprehension ranged from .826-.842, metacognitive strategies ranged from.830-.839, and the reliability of scaffolding ranged from .829-.837. Therefore, the results from the pilot study showed that the questionnaire needed to be used without any modification in the actual study.Keywords: metacognition; cognition; thought processes; meta-comprehension

scholarly journals BUZZ GROUP-BASED STRATEGY IN EFL READING CLASSROOM

2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Juang Kurniawan Syahruzah
Keyword(s):  
Reading Comprehension ◽  
Teacher Training ◽  
First Year ◽  
English Department ◽  
Female Teacher ◽  
Standard Measurement ◽  
Post Test ◽  
Reading Text ◽  
Teacher Training Students

The intention of this study is to describe the effectiveness of buzz group in EFL reading classroom of English Department students of PGRI University. The comprehension analysis is intended by comparing the answer of EFL reading classroom students in reading exercises. In order to sequence the reading comprehension of the EFL reading classroom the pre-test and post-test of reading exercises are measured. The experiment of reading comprehension includes the recruitment of 40 students of EFL reading classroom, the training, and exercising of reading text in reading exercises. These students are all first-year female teacher training students at PBI-UPY and aged between 17 and 23. The measurement is compare with pre-test and post-test of reading exercises. Standard measurement is comparison of students answer in pre-test and post-test of reading exercises.

scholarly journals The Role of Digital Technologies in Learning: Expectations of First Year University Students / Le rôle des technologies numériques dans l’apprentissage : les attentes des étudiants de première année universitaire

2012 ◽  
Vol 38 (1) ◽  
Author(s):  
Martha Gabriel ◽  
Barbara Campbell ◽  
Sean Wiebe ◽  
Ronald J MacDonald ◽  
Alexander McAuley
Keyword(s):  
Focus Group ◽  
Digital Technologies ◽  
First Year ◽  
Focus Group Interviews ◽  
Student Body ◽  
First Year Students ◽  
Construction Of Knowledge ◽  
Premier Cycle ◽  
Group Interviews ◽  
First Year University

A growing literature suggests that there is a disjuncture between the instructional practices of the education system and the student body it is expected to serve, particularly with respect to the roles of digital technologies. Based on surveys and focus group interviews of first-year students at a primarily undergraduate Canadian university and focus group interviews of professors at the same institution, this study explores the gaps and intersections between students’ uses and expectations for digital technologies while learning inside the classroom and socializing outside the classroom, and the instructional uses, expectations and concerns of their professors. It concludes with recommendations for uses of digital technologies that go beyond information transmission, the need for extended pedagogical discussions to harness the learning potentials of digital technologies, and for pedagogies that embrace the social construction of knowledge as well as individual acquisition. Des études de plus en plus nombreuses suggèrent qu’il existe un écart entre les pratiques d’enseignement dans le système de l’éducation et la population étudiante desservie, notamment en ce qui concerne le rôle des technologies numériques. La présente étude, fondée sur les résultats de sondages et d’entrevues de groupe auprès des étudiants de première année inscrits à une université canadienne principalement axée sur les études de premier cycle, ainsi que sur des entrevues de groupe auprès de professeurs du même établissement, explore les écarts et les concordances entre, d’une part, l’utilisation et les attentes des étudiants relativement aux technologies numériques dans l’apprentissage en classe et dans les relations sociales en dehors des classes, et, d’autre part, l’utilisation de ces technologies dans les pratiques d’enseignement, les préoccupation et les attentes des professeurs. L’étude se conclut par des recommandations concernant une utilisation des technologies numériques dépassant la transmission de l’information, et la nécessité de discussions pédagogiques poussées permettant d’exploiter le potentiel des technologies numériques dans le cadre de l’apprentissage ainsi que de méthodes pédagogiques adaptées à la construction sociale des connaissances et au mode individuel d’acquisition des connaissances.

scholarly journals Metacognitive Scaffolding in Reading Comprehension: Classroom Observations Reveal Strategies to Overcome Reading Obstacles of Engineering Students at QUEST, Nawabshah, Sindh, Pakistan

2018 ◽  
Vol 8 (3) ◽  
pp. 131
Author(s):  
Mansoor Ahmed Channa ◽  
Zaimuariffudin Shukri Nordin ◽  
Abdul Malik Abassi
Keyword(s):  
Reading Comprehension ◽  
Engineering Students ◽  
Teaching Method ◽  
Metacognitive Strategies ◽  
Language Teachers ◽  
Read Aloud ◽  
Classroom Observations ◽  
Field Notes ◽  
To Come ◽  
Metacognitive Scaffolding

This study aimed at investigating the development of reading comprehension of engineering students through metacognitive strategies and scaffolding. This study used 12 classroom observations in four engineering departments of one public university in Pakistan. The researcher observed 3 classes in each department at the time of read-aloud sessions. The class in each department was comprised on minimum 55 students and maximum 75 students. The researcher himself conducted all the 12 observations to maintain reliability without interfere of the complete teaching method. Teacher in each class was introduced by the observer and his aim to come in the first observation session. The observer sat at the back of every classroom and noted all instructional practices carefully on the field-notes based on teachers using metacognitive strategies to support students in terms of reading comprehension instructions. This study revealed the promising results based on metacognitive scaffolding and strategies as the most important tools for engineering students and language teachers to use for the development of reading and comprehension.

scholarly journals English Reading Proficiency of Engineering Undergraduates in Malaysia: Implications on Professional Training and Career Development

2020 ◽  
pp. 87-95
Author(s):  
Hui Min Low ◽  
Abdul Rashid Mohamed ◽  
Shaik Abdul Malik Mohamed Ismail
Keyword(s):  
Reading Comprehension ◽  
Professional Training ◽  
English Language ◽  
Engineering Students ◽  
Reading Proficiency ◽  
Language Education ◽  
School Level ◽  
First Year ◽  
English Reading ◽  
Engineering Undergraduates

This paper reports the English reading proficiency of a sample of engineering undergraduates in a public university of Malaysia. A standardized online reading comprehension assessment, called Reading Evaluation and Decoding System (READS) was administered with 189 first year engineering students during their enrolment into six different engineering faculties in the university. The results showed that only 7.9% of the engineering students were able to perform above secondary school level of English reading comprehension proficiency. Specifically, the students were found to perform poorer in questions related to critical thinking than those related to literal comprehension and reorganization. The implications of the findings on the English language education and the professional training of future engineers in Malaysia were discussed.

Information Literacy Education: Perceptions, Proficiencies and Experiences of First-Entering Students at TUT

Mousaion ◽  
2019 ◽  
Vol 36 (3) ◽  
Author(s):  
Cynthia Manamedi Molepo ◽  
Solomon Bopape
Keyword(s):  
Focus Group ◽  
Information Literacy ◽  
Information Science ◽  
Academic Library ◽  
Literacy Education ◽  
First Year ◽  
Focus Group Interviews ◽  
Library Resources ◽  
Entering Students ◽  
Group Interviews

For students to master information literacy skills, they must attend Information Literacy Education (ILE) offered by academic libraries. This study adopted both quantitative and qualitative research approaches using a questionnaire and focus group interviews, respectively, to investigate the perceptions of the concept “information literacy”, “students’ skills to use library resources”, and “students’ familiarity with different library resources” of first-year students at the library of the Polokwane campus of the Tshwane University of Technology (TUT), South Africa, all before and after attendance of the ILE session, as well as to analyse their experiences of the ILE programme which they had attended. The study found that most of the first-entering students had a different perception of the concept “information literacy” in relation to its usage in the academic Library and Information Science (LIS) environment. The questionnaire findings further showed that the students had no skills in using library resources and were not familiar with library resources before they attended the ILE programme. However, the findings from the focus group interviews showed that, after they had attended the ILE session, they became familiar with some of the library resources, and their abilities to use those resources positively improved from novice to advanced and proficient users of information. It is therefore recommended that ILE for students be continuous so that students do not forget or lose focus of what they have learned in the formal ILE programmes. To encourage students’ participation, the attendance of ILE should be compulsory for all first-year entering students across all faculties at the TUT.

scholarly journals CoronavirusPost Pandemic Professor

2021 ◽  
Author(s):  
Júlia da Silva Caldas ◽  
Larissa da Silva Gomes ◽  
Juliana Pessanha Falcão ◽  
Luzia Alves de Carvalho
Keyword(s):  
Elementary School Teachers ◽  
Participant Observation ◽  
Document Analysis ◽  
Pedagogical Practices ◽  
First Year ◽  
Ethnographic Research ◽  
Focus Group Interviews ◽  
School Teachers ◽  
Process Of Change ◽  
Group Interviews

This research is inspired by the work developed by Sancho Gil E Hernández, Hernández (2016) in “Teachers in Uncertainty: learning teaching in today's world”, but differs substantially considering the context of structural change in the Teaching System and the sociological, psychological and philosophical coordinates of those involved. Its general objective is to understand the process of change of teachers (in the pandemic period –from March 2020 to March 2021), to reinvent themselves and become creative and technologically competent teachers to respond to the needs of children in remote education.This is a qualitative, exploratory, constructivist ethnographic research to be writtenwith data collected in the field sinceMarch 2020. Instruments such as participant observation, document analysis, individual and focus group interviews will be used.The subjects are eight Kindergarten and eight first year Elementary School teachers from Nossa Senhora Auxiliadora Educational Center -CENSA, Campos dos Goytacazes/RJ. It is hoped that the testimony and theirnew pedagogical practices are able toinspire other teachers to take a “new attitude towards” their students, even in the context of a pandemic

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