Asian Journal of Education and Social Studies

This study examined the reading comprehension ability (RCA) and strategy use of undergraduate students at the Graduate School of Science and Technology, Mid-West University, Nepal. It aimed to assess students’ RCA levels in English texts, identify the types and frequency of reading comprehension strategies (RCS) applied, and analyze their effectiveness in reading fiction and non-fiction materials. Using a quantitative design, data were collected from 50 fourth-semester science and technology students through comprehension tests and a 30-item Likert-scale questionnaire adapted from Sheorey and Mokhtari’s framework on cognitive, metacognitive, and socio-affective strategies. Results indicated that while most students demonstrated basic comprehension (A2 and A1 levels in both text types), none reached the proficient level—a noteworthy finding highlighting the need for pedagogical intervention. Gender differences were statistically insignificant, though males showed greater score variability. Students relied heavily on direct strategies like scanning and skimming but seldom used inferential ones such as contextual guessing. Metacognitive strategies, particularly setting reading purposes, were common, while self-questioning was limited. Socio-affective strategies favored group reading over peer clarification. The findings suggest incorporating explicit strategy instruction and fostering inferential and critical reading practices in the curriculum to enhance higher-order comprehension skills and strengthen English language proficiency among science and technology students.