Instructions for Writing, Classroom Assessment, and Metacognitive Strategies in Reading: A Structural Equation Approach to Research Skills

This research examines the relationship between writing instruction, classroom assessment, and metacognitive reading strategies, and their collective impact on college students’ research skills. This study identifies a significant gap in the existing literature by analyzing how these factors connect to enhance students’ ability to conduct research, a crucial skill for academic success. The study employed a mixed-methods approach, using quantitative analysis to explore the relationship between teaching practices and students’ self-reported research skills. The key findings showed that effective writing instruction and formative classroom assessments significantly contribute to enhancing students’ research skills. Furthermore, it was demonstrated that metacognitive reading strategies improve comprehension and retention of information necessary for successful research outcomes. The study proposes a structural model that illustrates the direct relationship between these factors, indicating that both writing instruction and classroom assessment are strong predictors of research skill development.