Undergraduate Students’ Use of Metacognitive Strategies While Reading and the Relationship Between Strategy Use and Reading Comprehension Skills

Background: Lately in national and international reports, there has been an increasing interest on the significance of development reading skills. Countries are facing problem a decrease habits (Niemann, 2016; Iyengar, 2007). 
 Method: This study examines perceived use metacognitive strategies among undergraduate students during reading, which encompasses before, after reading. The sample group comprised 236 at Primary Education (PE) Social Studies Teaching (SST), Language & Literature (LL) Sociology departments 2014–2015 academic year. data were collected using Metacognitive Awareness Reading Strategies Inventory (MARSI) comprehension achievement tests (informative narrative).
 Results: Overall strategy was “high”. Whether significant difference students’ based gender, grade, faculty department investigated. results indicated gender grade level. Finally, it found that as increased narrative texts, so did overall scale well Global Problem Solving sub-scales. Conclusion: findings differences strategies. It can be suggested provided with training considers In addition, between freshmen senior students, favor arising from including curriculum, learning could for education.