Abstract
ABSTRACT
 BACKGROUND & OBJECTIVE: Students reading strategies strongly influence their academic performance. Our study aimed to determine medical students' metacognitive awareness during reading strategies and its relation with their academic scores.
 METHODOLOGY: Study was done among third year MBBS students of Aziz Fatima Medical College Faisalabad. Students previous years academic achievement information was collected and they also filled questionnaire on metacognition regulation by the Metacognitive Awareness Reading Strategies Inventory. Convenient sampling was used for this study. The data were analyzed in SPSS 20. In our study the independent variable was metacognitive score while previous professional examination marks were taken as the dependent variable.Standard deviation and mean were used for the descriptive data. For categorical data, percentage and frequencies were used.
 RESULTS:
 Different reading strategies employed by medical students in relation to metacognition were our main focus in the study. Metacognition was taken as score measured by a 30 item MARSI scale and their academic performance measured in terms of total marks obtained in the last professional examination held by the University. Total 101 out of 110 students from 3rd year MBBS class were enrolled in the study and the response rate was 92%. Forty one (41) respondents were females and sixty (60) respondents were male the mean± SD age of students was 21.05±0.74.
 CONCLUSION: All dimensions of metacognition are positive and strongly correlated with each other’s. Higher the score in one dimension will cause positive change in other dimension score and vice versa.
Highlights
The concept of metacognition is gaining immense importance in contemporary medical field because of its long lasting impact on medical education and student's performance
In this study we focused on the metacognitive reading strategies of the medical students as measured by 30 item Metacognitive Awareness of Reading Strategies Inventory (MARSI) scale and their academic performance measured in terms of total marks obtained in the last professional examination held by the University
Metacognition is a complex phenomenon and past researches have great debate on the relationship of academic achievement and metacognition abilities.We have hypothesized that metacognition has a relationship with total marks of students (Predictor of academic achievement) obtained in their last professional examination held by university of health sciences as described in
Summary
The concept of metacognition is gaining immense importance in contemporary medical field because of its long lasting impact on medical education and student's performance. Student's reflections about reading medical books are examined to understand what they think and do when reading These reflections often reveal what kind of judgments students hold about their own reading processes and they are usually known as conventional descriptions of metacognition. Our study aimed to determine medical students' metacognitive awareness during reading strategies and its relation with their academic scores. Students previous years academic achievement information was collected and they filled questionnaire on metacognition regulation by the Metacognitive Awareness Reading Strategies Inventory. In our study the independent variable was metacognitive score while previous professional examination marks were taken as the dependent variable.Standard deviation and mean were used for the descriptive data. RESULTS: Different reading strategies employed by medical students in relation to metacognition were our main focus in the study.
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