Promoting Reading Engagement among First Year National Diploma Students through Scrol Metacognitive Strategy in Akwa Ibom State Polytechnic, Ikot Ekpene, Akwa Ibom State, Nigeria

Authors

  • Fidela Cosmas Akpan Akwa Ibom State Polytechnic, Ikot Osurua, Ikot Ekpene, Akwa Ibom State

Keywords:

SCROL strategy, metacognition, reading engagement, comprehension, polytechnic education

Abstract

This study investigated the impact of the SCROL (Survey, Connect, Read, Outline, and Look back) metacognitive strategy on reading engagement among first-year National Diploma students at Akwa Ibom State Polytechnic, Ikot Ekpene. Reading engagement is essential for academic success; many first-year polytechnic students in Nigeria exhibit low engagement with academic texts. A quasi-experimental design with 100 participants (50 for the experimental and 50 for the control) was employed. Data were collected through pre- and post-tests, reading engagement surveys, and qualitative feedback. Results revealed that students taught with SCROL demonstrated significantly higher levels of cognitive, emotional, and behavioral engagement compared to the control group (t = 7.22, p < .01). Qualitative feedback indicated increased motivation, improved comprehension, and more active participation in academic tasks. The study concludes that SCROL is effective in promoting active reading engagement among polytechnic students. It recommends incorporating metacognitive strategies into reading instruction to improve comprehension and academic success.

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Published

2025-10-13 — Updated on 2025-11-06

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How to Cite

Akpan, F. C. (2025). Promoting Reading Engagement among First Year National Diploma Students through Scrol Metacognitive Strategy in Akwa Ibom State Polytechnic, Ikot Ekpene, Akwa Ibom State, Nigeria. Journal of Research in Education and Society (JRES) , 15(3), 198–207. Retrieved from https://icidr.org.ng/index.php/Jres/article/view/1805 (Original work published October 13, 2025)

Issue

Vol. 15 No. 3 (2024): Journal of Research in Education and Society

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Articles

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