Joel Matiku Joshua
Abstract
The purpose of this study was to investigate the difference in metacognitive awareness of reading strategies by sex and physical location among secondary school students in Tanzania. Sex and physical location as independent variables were studied against metacognitive awareness of reading strategies as dependent variable. The Metacognitive Awareness of Reading Strategies inventory (MARSI) scale was used to assess subjects’ awareness of reading strategies among 444 secondary school students, of whom 217 were males and 227 were females. It was found that most students reported high use of problem – solving reading strategies; followed by high use of support reading strategies and global reading strategies. While there was no statistical significant difference in the metacognitive awareness of reading strategies by sex, there was a statistical significant difference in the same by physical location whereby subjects from urban schools reported being more metacognitively aware of the reading strategies they used than their counterpart subjects from rural schools.