Metacomprehension Accuracy of University Students According to Gender and Course Level Variables

Abstract

The purpose of the present study was to identify the accuracy level of metacomprehension among students according to gender and course level. Participants were (173) male and female students pursuing the undergraduate (n=115) and graduate studies (n=58) in faculty of education at Yarmouk University. To identify metacomprehension accuracy among students, the outcomes of the achievement tests in courses of Masters "Research Methods in Education", "Thinking Skills", and Bachelor "Problems of Childhood and Adolescence" were accepted, in addition to student estimates of confidence in their responses to the instrument questions. Data collection and analysis revealed that metacomprehension accuracy level was high. Further, results showed statistically significant differences in metacomprehension accuracy level attributed to gender and in favor of males and in academic course in favor of Master program, while no such statistical differences were found in the interaction between gender and the course level. In light of the study results, the researcher recommends holding training courses for Yarmouk University faculty members to learn about strategies that positively affect metacomprehension accuracy among students and conduct further studies addressing metacomprehension accuracy in terms of the association with other variables such as anxiety or age.