Effect of Metacognitive Strategy Instruction Through Co operative Learning on Reading Comprehension among Secondary School ESL Students

Author: Mrs. Jane Sequeira is a research scholar at St. Ann’s College of Education. She has served as a teacher for classes’ right from Kindergarten to 12th standard for two decades. She is passionate about trying innovative methods to make the process of teaching learning effective and enjoyable. At present she is conducting an experimental study under the guidance of Dr.Vijaya Kumari S.N. The author may be contacted at jane.r.sequeira@gmail.com.

Abstract
The present study titled “The effect of Metacognitive Strategy Instruction through Co operative Learning on Reading Comprehension among Secondary School ESL Students” is an Experimental Study. The pre test - post test control group design was adopted for the facilitation of which the researcher prepared instructional materials both in Metacognitive Strategic Instruction through co operative learning and Conventional Method and applied them on the experimental and control group respectively to find out their effect on the respective groups and compare them. A reading comprehension test prepared by the investigator was used as pre test and post test. The sample consisted of 112 ESL students of standard nine studying in Kannada medium. Descriptive statistics Mean and SD were calculated to find out the effect of the teaching strategies and Inferential statistics ‘t’ test was used to infer the results to the population. The difference in the means of scores of pre test and post test in the reading comprehension test conducted on the experimental group was 5.911, the ‘t’ value was 11.508 which was significant at 0.01level and that of the control group; Mean difference was 0.197, the ‘t’ value was 0.510 which revealed no significance. Introduction
The term "Metacognition"