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Research Article

Reciprocal Teaching: A Metacognitive Strategy to Bridge Reading Comprehension Difficulty

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Elar Therese Cataylo , Harnalyn Arao , Sharmaida Barra , Nicole Guarte , Rey Mark Macasling , Jo-Ann Mohammad , Cristel Ann Santiago , Rizalyn Zaldy
Psych Educ Multidisc J, 2023, 15 (10), 981-988, DOI: https://doi.org/10.5281/zenodo.10428028, ISSN 2822-4353
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Abstract

This study focused on the effect of Reciprocal Teaching as a collaborative and constructive learning that covered the 80 selected grade five learners of Western Mindanao State University - Integrated Laboratory School during the academic year 2022-2023. Purposive sampling was used to select two groups from grade five based on the result of the pre-assessment. Quasi-experimental research employing a non-randomized pre-test and post-test control group design. Percentage, mean, standard deviation, dependent and independent T-test were used to explore the effectiveness of Reciprocal and Traditional Teaching Strategies in teaching Grade Five English in Integrated Laboratory School. This study revealed that learners who received reciprocal teaching strategy has higher mean score than the learners in the traditional teaching strategy. Statistically, there is a significant difference in the post-test results of reciprocal teaching strategy and traditional teaching strategy. The study concluded that the Reciprocal Teaching had developed learner’s cognition which improves retention of concepts and ability to assess and process one’s understanding.

Keywords metacognition Cognizance Independent Reading Teaching Strategy Pedagogical Approach Reflection-based Teaching Strategy
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The team behind this paper

8 authors, 1 institution.

This paper Western Mindanao State University — Philippines Western Mindanao State … 8 authors Elar Therese Cataylo — corresponding author EC Elar Therese Cataylo ✉ Harnalyn Arao HA Harnalyn Arao Sharmaida Barra SB Sharmaida Barra Nicole Guarte NG Nicole Guarte Rey Mark Macasling RM Rey Mark Macasling Jo-Ann Mohammad JM Jo-Ann Mohammad Cristel Ann Santiago CS Cristel Ann Santiago Rizalyn Zaldy RZ Rizalyn Zaldy

Readership

544 reads over 34 months.

February 2024 November 2026

Related work on SciMatic

Closest of 6 articles sharing keywords with this one. A rarer shared keyword counts for more than a common one.

On SciChain

This article is token #2364 of SciMatic Articles (ERC-1155): 1,000,000 tokens, minted once, never more. The chain also stores a fingerprint (SHA-256) of the article's record, so anyone can check that it has not been altered.

HolderWalletTokens
SciMatic 0xc35709…277732 100,000 (10%)
Elar Therese Cataylo 0x894d7b…75207f 112,500 (11.25%)
Harnalyn Arao 0x62568F…c9DeBE 112,500 (11.25%)
Sharmaida Barra 0x43873e…b450C2 112,500 (11.25%)
Nicole Guarte 0xf345D3…187E85 112,500 (11.25%)
Rey Mark Macasling 0xb825e4…2Aebeb 112,500 (11.25%)
Jo-Ann Mohammad 0xa4Fc98…7EFb2B 112,500 (11.25%)
Cristel Ann Santiago 0x3c5Bc0…5C46e8 112,500 (11.25%)
Rizalyn Zaldy 0x4895fA…4083f7 112,500 (11.25%)
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Bibliographic Information

Elar Therese Cataylo, Harnalyn Arao, Sharmaida Barra, Nicole Guarte, Rey Mark Macasling, Jo-Ann Mohammad, Cristel Ann Santiago, Rizalyn Zaldy, (2023). Reciprocal Teaching: A Metacognitive Strategy to Bridge Reading Comprehension Difficulty, Psychology and Education: A Multidisciplinary Journal, 15(10): 981-988
Bibtex Citation
@article{elar_therese_cataylo2023pemj,
author = {Elar Therese Cataylo and Harnalyn Arao and Sharmaida Barra and Nicole Guarte and Rey Mark Macasling and Jo-Ann Mohammad and Cristel Ann Santiago and Rizalyn Zaldy},
title = {Reciprocal Teaching: A Metacognitive Strategy to Bridge Reading Comprehension Difficulty},
journal = {Psychology and Education: A Multidisciplinary Journal},
year = {2023},
volume = {15},
number = {10},
pages = {981-988},
doi = {10.5281/zenodo.10428028},
url = {https://scimatic.org/show_manuscript/2364}
}
APA Citation
Cataylo, E.T., Arao, H., Barra, S., Guarte, N., Macasling, R.M., Mohammad, J., Santiago, C.A., Zaldy, R., (2023). Reciprocal Teaching: A Metacognitive Strategy to Bridge Reading Comprehension Difficulty. Psychology and Education: A Multidisciplinary Journal, 15(10), 981-988. https://doi.org/10.5281/zenodo.10428028

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