Examining the use of metacognitive reading strategies of students at different levels of education in terms of various variables

The purpose of this study was to investigate the differences in the use of metacognitive reading strategies of students at different educational levels in terms of various variables. The research was carried out in the second period of the 2018-2019 academic year with a total of 300 students; (100) eight grade students, (100) twelve grade students and (100) universty students. Metacognitive Reading Strategies Scale (UBOS) was used as the data collection instrument in the study. The data obtained from the sample were subjected to independent groups t-test, one-way analysis of variance ( data is not distributed homogeneously Kruskal Wallis ) and correlation (Spearman) analysis via SPSS 20.0 program. In order to do this, first of all, the missing data is analysed by adding average values instead of the missing data and the data set was got ready for analysis. According to the finding obtained from this study; the level of using metacognitive reading strategies of the students differs according to the education levels. There is not a significant difference between the students' level of using metacognitive reading strategies and the gender variable. There is a significant difference between the frequency of reading and the level of using metacognitive reading strategies of the students. Key words: Metacognition, metacognitive reading strategies, reading frequency.