Abstract
Reading comprehension is an essential skill vital for both academic achievement and lifelong learning (Hammad, 2023). It enables individuals to interpret written materials effectively, aiding them in overcoming classroom challenges and pursuing additional learning opportunities. Research has shown that metacognitive reading strategies, characterized by the deliberate awareness and regulation of cognitive processes while reading, can enhance comprehension (Serrano, 2020). This study determined the relationship between metacognitive reading strategies and reading comprehension among Grade 5 to Grade 6 pupils at selected public school in the District of Moises Padilla, during the 2023-2024 school year. A total of 147 pupils were used as respondents in the study. Data were collected through a metacognitive reading strategies questionnaire and the "Reading Comprehension Test (Phil-IRI for English)." Descriptive statistics revealed that learners have high level of metacognitive reading strategies. The mean scores for each strategy are, before reading 3.75, during reading 3.79, after reading 3.68, remembering 3.80 and the overall mean score is 3.75. In terms of reading comprehension, 53 learners were classified as independent readers, 77 learners at the instructional level, and 17 learners at the frustration level. The study found no significant differences in the extent of metacognitive reading strategies when learners were grouped according to sex (p-value = 0.352) and grade level (p-value = 0.577). However, a significant difference was noted based on the educational attainment of parents (p-value = 0.005). No significant differences were found in reading comprehension when learners were grouped by sex (p-value = 0.309) and grade level (p-value = 0.577). However, significant differences were observed when grouped according to the educational attainment of parents (p-value < 0.001). A significant relationship between the extent of metacognitive reading strategies and the level of reading comprehension, (G = 0.44, p < 0.001). The results provide critical insights for curriculum planners, educators, and policymakers in designing interventions and educational practices that support students' academic growth.
