Effects of Metacognitive Awareness on Senior High School Reading Comprehension in English at Medina College Science High School

This investigation aimed to find out the effects of metacognitive awareness of senior high school students’ reading comprehension in English of Medina College Science High School during the school year 2018 – 2019. The descriptive survey method was used in answering the major problems and its corollary sub-problems. The proficiency levels of the male students on the metacognitive skills were found to be average in noting details in pictures, following printed directions, and getting the meaning of the paragraph. It was also found out that female students obtained above average on the following reading comprehension skills such as noting details in pictures, getting the meaning of phrases, following printed directions, getting the meaning of sentences, getting the meaning of paragraphs, and sequence events as they happen. There is a significant difference between the male and the female students’ proficiency level in metacognitive skills along noting details in pictures, getting the words, following printed directions, getting the meaning of sentence, getting the meaning of paragraph, noting details in the selection, and sequencing events as they happen in the story. The male students’ proficiency level was only average while the female students showed above average proficiency. The significant relationship between the metacognitive skills proficiency level and the scholastic performance profile of the Grade 11 and Grade 12 students should be examined carefully by the teachers so that relevant provisions could be introduced for upgrading the students’ proficiency levels on reading comprehension skills which would help improve and enrich students’ scholastic performance profiles.

Content

Author and article information

Journal

Title: ScienceOpen Preprints

Publisher: ScienceOpen

Publication date (Electronic preprint): 26 March 2024

Affiliations

[1 ] International Association of Open Educators;

Author notes

[* ]Email: XyberRai@ 123456gmail.com .

Author information

Ryann LaBad https://orcid.org/0009-0002-6623-5841

Article

DOI: 10.14293/PR2199.000785.v1

SO-VID: 4a53357d-114c-476e-bd3d-57f081cd6c29

License:

This work has been published open access under Creative Commons Attribution License CC BY 4.0 , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Conditions, terms of use and publishing policy can be found at www.scienceopen.com .

History

Date received : 26 March 2024

References

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An Shuying. Schema Theory in Reading. Theory and Practice in Language Studies. Vol. 3(1)2013. Academy Publication. [Cross Ref]
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Carrell Patricia L., Eisterhold Joan C.. Schema Theory and ESL Reading Pedagogy. TESOL Quarterly. Vol. 17(4)1983. JSTOR. [Cross Ref]
Carrell Patricia L., Gajdusek Linda, Wise Teresa. Instructional Science. 1998. Springer Science and Business Media LLC. [Cross Ref]
Devine James. Microfoundations and Methodology in Modeling Capitalism. Review of Radical Political Economics. Vol. 25(3):51–59. 1993. SAGE Publications. [Cross Ref]
Dunlosky John, Rawson Katherine A., Marsh Elizabeth J., Nathan Mitchell J., Willingham Daniel T.. Improving Students’ Learning With Effective Learning Techniques. Psychological Science in the Public Interest. Vol. 14(1):4–58. 2013. SAGE Publications. [Cross Ref]
Hudson Thom. THE EFFECTS OF INDUCED SCHEMATA ON THE “SHORT CIRCUIT” IN L2 READING: NON‐DECODING FACTORS IN L2 READING PERFORMANCE<sup>1</sup>. Language Learning. Vol. 32(1):1–33. 1982. Wiley. [Cross Ref]
Morrison Steven J.. Music Students and Academic Growth. Music Educators Journal. Vol. 81(2):33–36. 1994. SAGE Publications. [Cross Ref]
Nyarko Kingsley, Kugbey Nuworza, Kofi Collins Courage, Cole Yaa Adubea, Adentwi Kobina Impraim. English Reading Proficiency and Academic Performance Among Lower Primary School Children in Ghana. SAGE Open. Vol. 8(3)2018. SAGE Publications. [Cross Ref]
Pretorius E. J.. Reading ability and academic performance in South Africa: Are we fiddling while Rome is burning? Language Matters. Vol. 33(1):169–196. 2002. Informa UK Limited. [Cross Ref]
Suggate Sebastian P., Schaughency Elizabeth A., Reese Elaine. Children learning to read later catch up to children reading earlier. Early Childhood Research Quarterly. Vol. 28(1):33–48. 2013. Elsevier BV. [Cross Ref]
Taboada Ana, Rutherford Vanessa. Developing Reading Comprehension and Academic Vocabulary for English Language Learners Through Science Content: A Formative Experiment. Reading Psychology. Vol. 32(2):113–157. 2011. Informa UK Limited. [Cross Ref]

Comments

Comment on this article

[1] Afflerbach Peter, Pearson P. David, Paris Scott G.. Clarifying Differences Between Reading Skills and Reading Strategies. The Reading Teacher. Vol. 61(5):364–373. 2008. Wiley. [Cross Ref]

[2] An Shuying. Schema Theory in Reading. Theory and Practice in Language Studies. Vol. 3(1)2013. Academy Publication. [Cross Ref]

[3] Anderson Barbara J.. The Emergence of Conversational Behavior. Journal of Communication. Vol. 27(2):85–91. 1977. Oxford University Press (OUP). [Cross Ref]

[4] Auerbach Elsa Roberts, Paxton Diane. "It's Not the English Thing": Bringing Reading Research into the ESL Classroom. TESOL Quarterly. Vol. 31(2)1997. JSTOR. [Cross Ref]

[5] Carrell Patricia L., Eisterhold Joan C.. Schema Theory and ESL Reading Pedagogy. TESOL Quarterly. Vol. 17(4)1983. JSTOR. [Cross Ref]

[6] Carrell Patricia L., Gajdusek Linda, Wise Teresa. Instructional Science. 1998. Springer Science and Business Media LLC. [Cross Ref]

[7] Devine James. Microfoundations and Methodology in Modeling Capitalism. Review of Radical Political Economics. Vol. 25(3):51–59. 1993. SAGE Publications. [Cross Ref]

[8] Dunlosky John, Rawson Katherine A., Marsh Elizabeth J., Nathan Mitchell J., Willingham Daniel T.. Improving Students’ Learning With Effective Learning Techniques. Psychological Science in the Public Interest. Vol. 14(1):4–58. 2013. SAGE Publications. [Cross Ref]

[9] Hudson Thom. THE EFFECTS OF INDUCED SCHEMATA ON THE “SHORT CIRCUIT” IN L2 READING: NON‐DECODING FACTORS IN L2 READING PERFORMANCE<sup>1</sup>. Language Learning. Vol. 32(1):1–33. 1982. Wiley. [Cross Ref]

[10] Morrison Steven J.. Music Students and Academic Growth. Music Educators Journal. Vol. 81(2):33–36. 1994. SAGE Publications. [Cross Ref]

[11] Nyarko Kingsley, Kugbey Nuworza, Kofi Collins Courage, Cole Yaa Adubea, Adentwi Kobina Impraim. English Reading Proficiency and Academic Performance Among Lower Primary School Children in Ghana. SAGE Open. Vol. 8(3)2018. SAGE Publications. [Cross Ref]

[12] Pretorius E. J.. Reading ability and academic performance in South Africa: Are we fiddling while Rome is burning? Language Matters. Vol. 33(1):169–196. 2002. Informa UK Limited. [Cross Ref]

[13] Suggate Sebastian P., Schaughency Elizabeth A., Reese Elaine. Children learning to read later catch up to children reading earlier. Early Childhood Research Quarterly. Vol. 28(1):33–48. 2013. Elsevier BV. [Cross Ref]

[14] Taboada Ana, Rutherford Vanessa. Developing Reading Comprehension and Academic Vocabulary for English Language Learners Through Science Content: A Formative Experiment. Reading Psychology. Vol. 32(2):113–157. 2011. Informa UK Limited. [Cross Ref]