Metacognitive Awareness and Academic Performance in English of Grade 7 Students

Abstract

In learning, metacognition is considered important as it is a strong
predictor of a learner’s academic success. Generally, students with
good metacognitive skills demonstrate good academic performance
compared with students with poor metacognition. Students with poor
metacognition may benefit from metacognitive trainings to improve
their metacognition and academic performance. Individual differences
exist in metacognition and people with poor metacognition are deemed
“incompetent” as they perform less relative to their peers (Kruger
and Dunning, 1999). Metacognition enables students to be strategic
in their learning by learning new information rather than focusing on
studying information already learned. This study sought to determine
the metacognitive awareness and academic performance in English
of Grade 7 students of Cagayan National High School. It made use of
descriptive-correlational research design utilizing the Metacognitive
Awareness in Reading Questionnaire as research instrument. The
participants of the study are the Grade 7 students of Cagayan National
High School for the School Year 2014-2015. The study found that
participants who have good academic performance generally use the
bottom-up strategy. They understand the text that they are reading by
dealing with the letters and words used in their reading materials. These
students are able to acquire reading comprehension through getting
the meaning of words. Furthermore, the participants who possess low
academic performance prefer to use the top-down strategy.