Enhancing Metacognitive Processes in Elementary Schools through Technology-Infused Reading Instruction

Abstract

The objective of this quantitative study is to investigate if the utilization of technology in reading classes enhances the metacognitive processes of primary school students, among other factors. This research investigated the metacognitive awareness, strategic reading practices, and reading comprehension abilities of students. The study involved a six-month intervention period and included pre-and post-test assessments. The experimental group, which was exposed to technology-integrated teaching, and the control group, which received conventional instruction, were randomly assigned 120 students each from two primary schools. This selection employed a deliberate sampling strategy. The data analysis involved the use of descriptive statistics, ANCOVA, Pearson correlation coefficients, and independent samples t-tests. The experimental group exhibited considerably greater levels of metacognitive awareness and reading comprehension compared to the control group. The importance of metacognitive processes in facilitating effective reading comprehension was further emphasized by the significant positive correlation seen between metacognitive awareness and reading comprehension. The study contributes to existing knowledge on the potential benefits of technology-infused education in developing metacognitive skills among primary school children by addressing research gaps and providing empirical evidence