ABSTRACT
Introduction: To determine medical students' metacognitiveawareness and its impact on their academic performance.Study design: Cross-sectional analytic study. Place andDuration of Study: Two different private medical College’sfrom Lahore. From March 2016 to September 2016.Material and Methods: Study was done among second yearstudents of two private medical colleges in Lahore. Students’first year academic achievement information was collectedand they also filled the semi- structured questionnaire onmetacognition regulation by the metacognitive awarenessof reading strategies inventory (MARSI) based on threedimensions of metacognition (GLOB, SUB and PROB).Simple random sampling, a type of probability samplingwas used for this study. The data were entered in SPSS 20,Metacognitive score was taken as an independent variablewhile academic performance (first professional part 1 results)was the dependent variable. For descriptive data, mean andstandard deviation were used. For categorical data, percentageand frequencies were used. Pearson correlation coefficientswere calculated to examine the item-total score correlationResult: A total 232 students participated. The reliabilitycoefficient of MARSI was 0.88 and there was strongcorrelation among all dimensions of Metacognition score andacademic achievement with Correlation coefficient value was0.257 (p<0.01). Medical students of different colleges havealmost equal (college 1 std. deviation 109±15.3, college 2 std.deviation 110.6±17.3) Metacognition levels.Conclusion: All dimensions of metacognition are positive andstrongly correlated with each other’s. Higher the score in onedimension will cause positive change in other dimension scoreand vice versa. Overall it would be beneficial for the trainersand other mentors that to work on one dimension and it wouldalso cause positive impact on other skills and strategies.
ABSTRACT
Há três estratégias para se lidar com palavras escritas a logográfica,a alfabética e a ortográfica , que se desenvolvem em diferentesmomentos e são usadas conforme as características dos itens a seremlidos. O objetivo deste estudo foi verificar o desenvolvimento dessasestratégias de leitura em crianças de 1ª a 4ª série do ensinofundamental e sua correlação com notas escolares. Participaramda pesquisa 438 crianças de uma escola pública do interior de SP,avaliadas no Teste de Competência de Leitura de Palavras ePseudopalavras (TCLPP), que possibilita identificar as estratégiasde leitura. Da 1ª à 3ª série verificou-se aumento do escore total,com prevalência da estratégia logográfica na 1ª série,desenvolvimento das estratégias alfabética e ortográfica na 2ª e 3ªséries e melhor estabelecimento da ortográfica na 4a série. Análisesde correlação de Pearson entre TCLPP e notas identificaramdiversas correlações significativas, sendo que as estratégias maisrelacionadas às notas passaram da logográfica para a ortográfica aolongo das séries.
There are three strategies for read written words logographic,alphabetical and orthographic strategy. This studys aim was verifythese reading strategies development in children from 1st to 4thlevels of elementary school, verifying also the relation with schoolgrades. It was assessed 438 children of a public school of the SPstate in the Reading Competence Test of Words and Pseudowords(RCT), which is enabling to identify the reading strategies. Analysesshowed increase of the total score from 1st through 3rd level, withpredominance of the logographic strategy in the 1st level,development of the orthographic and alphabetical strategies inthe 2nd and 3rd levels and better establishment of the orthographicstrategy in the 4th level. Pearson correlations between TCLPPscores and school grades identified diverse significant correlations,and the strategies more related to grades changed from logographicto orthographic ones.