Metacognitive Knowledge As A Predictor Of Reading Comprehension Among Form Three Students In Kiambu County, Kenya

Abstract

The purpose of this study was to investigate the relationship between metacognitive knowledge (MCK) among form three students in Lari Sub County. The study adopted a predictive correlational design to investigate the relationship between metacognitive knowledge and reading comprehension performance and the predictive value of metacognitive knowledge in predicting reading comprehension performance. A total of 320 students were used in the study. Data was collected using a Metacognitive Knowledge Questionnaire (MCKQ) and a pro forma summary of student’s reading comprehension scores. Pearson’s Product Moment(r) was used to establish the relationship between Metacognitive Knowledge and reading comprehension performance at 0.05 significance levels. A multiple regression was used to determine the predictive value of metacognitive knowledge in predicting reading comprehension performance. The results revealed that there was a moderate, positive significant correlation between person knowledge (r (317) = .21, p < .05 and reading comprehension. Task knowledge and strategy knowledge had a positive but insignificant correlation with reading comprehension.