Jieh-Tsorng Wu
Gender differences in online reading engagement, metacognitive strategies, navigation skills and reading literacy
National Yang Ming Chiao Tung University
abstract study examined knowledge metacognitive strategies navigation skills mediate relationship online reading activities printed reading assessment pra electronic reading assessment era across 19 countries using pisa p rogramme nternational tudent ssessment 2009 database participants 34 104 fifteenyearold students female 501 results showed informationseeking activity knowledge metacognitive strategies navigations skills positively predicted era pra social reading activities negatively predicted knowledge metacognitive strategies pra effect era navigation skills countries increased informationseeking reading resulted higher era pra demonstrated navigation skills knowledge metacognitive strategies gender differences online reading engagement statistically significant countries however girls performed better knowledge metacognitive strategies navigation skills pra significantly better era multiple group comparisons gender indicated hypothesized model held boys girls besides infrastructure information communications technology tool access cyber informational space students empowered use appropriate strategies navigation skills achieve goals implications teaching learning practices discussed