Assessment of Teachers’ Metacognitive Teaching Strategies and Students’ Metacognitive Reading Strategies of Manuel A. Roxas High School

Abstract

This study aimed to present the assessment of the metacognitive reading strategy, utilized by students and English teachers of Manuel A. Roxas High School. It shows the result of the assessment to the students and teachers in terms of Global Reading Strategies, Problem Reading Strategies and Support Reading Strategies. On the other hand, it also showed the significant difference in the assessment of students’ and teachers’ metacognitive reading strategies when the respondents were grouped according to their profile. This study used a descriptive research and quantitative method. There were two (2) instruments used by the researchers: The Metacognitive Awareness of Reading Strategies Inventory (MARSI), developed by Kouider Mokhtari and Karla Reichard 2002), was given to the student-respondents, and the modified and paralleled to the first instrument that was answered by the teachers. After the administration of the questionnaire, the gathered data were tabulated, presented and analysed; the researchers came up with a result that among the three metacognitive reading strategies, Problem-solving Reading Strategies were the most used strategy by the students. On the other hand, Support Reading Strategies were what most teacher-respondents prefer to use in teaching reading comprehension to students. Furthermore, based on the findings of this study, the researchers found out that there was no significant difference in the assessment of students’ metacognitive reading strategies in terms of their age, sex and grade level; and there was no significant difference in the assessment of teachers’ metacognitive teaching strategies in terms of their age, sex, grade level handled, academic ranks, and highest educational attainment.