Metacognitive Awareness of Reading Strategies and its Effect on the Reading Comprehension Level of Selected Grade 10

Abstract

The main purpose of the study is to determine the extent of metacognitive awareness of reading strategies and significant difference between the extent of metacognitive awareness of reading strategies when grouped according to profile and the significant effect of the extent of metacognitive awareness of reading strategies to the reading comprehension level of the students. The researcher utilized the descriptive-correlational method using the reading comprehension level result from the Division Individual Reading Instructions and Comprehension Test Report (DIRICT) and standardized survey questionnaire. These were distributed to 258 selected grade 10 students of Public Secondary Schools in Malvar District, Malvar, Batangas during the school year 2017-2018. Majority of the respondents, according to profile in terms age are 16 years old while in terms of sex, more than half of the respondents are female. In terms of family’s monthly income, majority earns PhP 4,000-6,000 while parent’s educational attainment has 60.5% who are high school graduates. When it comes to profile in terms of reading comprehension level, half of the total number of respondents is independent readers. Among all the metacognitive reading strategies, problem solving was reported to be of“high” awareness followed by support reading strategies and global reading strategies with “medium” verbal interpretation. In addition, there were significant differences between the extent of awareness when it comes to sex and reading comprehension level, while there is a significant effect of the extent of metacognitive reading strategies on the reading comprehension level of the respondents.