Project M.A.G.B.A.S.A. (Metacognitive Activities Gearing Bartolomians Aiming for Scholastic Achievement) to Improve Students' Inferential Comprehension Skills

Abstract

INTRODUCTION

Reading comprehension has been a problem for many secondary students. San Bartolome National High School's result in last year's secondary pre-reading inventory showed that 36 out of 220 grade 8 students were at the frustration level of reading. Hence, the poor result in Mean Percentage Score (MPS) since the level of learners' reading comprehension affects not only their test-taking skills but more so their ability to understand their lessons in different subjects.

This research sought to find out if Project M.A.G.B.A.S.A (Metacognitive Activities in Gearing Bartolomians Aiming for Scholastic Achievement) helped improve the inferential skills of grade 8 students. Their improvement in inferential-making skills is hoped to help advance their reading comprehension skills.

METHODS

This study utilized a purposive sampling. Respondents were all Grade 8 students of San Bartolome National High School who were at the frustration level of reading determined through Secondary Pre Reading-Inventory.

This study employed mixed-research design. The instruments were Teacher-made Pre-reading and Post-reading tests on making inferences, validated researcher-made survey questionnaires and Focus Group Discussion (FGD).

RESULTS

Project M.A.G.B.A.S.A and its use of Metacognitive Strategies as validated by the significant difference between the mean pre-test and post-test scores is an effective reading program.

Respondents claimed to have learned how to make connections between their background knowledge and new information during the Predict, Locate, Add, Note (PLAN) Strategy. They also agreed that Reciprocal Teaching taught them how to determine the main idea of a text. Think Aloud Strategy taught them how to visualize, question, and evaluate the author's ideas.

DISCUSSIONS

The results reveal that metacognitive strategies in teaching reading help improve inference-making skills which in return, will help them improve their reading comprehension skills. Subject specialists may develop reading programs which target specific reading skills to improve overall reading comprehension. Similar studies may also be conducted in different learning areas to further determine the effectiveness of metacognitive strategies not only on students' inferential and reading skills but also their scientific and mathematical skills.