Improving Reading Comprehension Using Metacognition Strategy

This study aimed to determine the level of reading comprehension using the meta-cognition strategy in terms of self-monitoring, self-regulation, summarization, the level of reading comprehension among grade 7 to 10 learners, and the significant relationship between the meta-cognition strategy and the level of reading comprehension. This study used a descriptive correlational method of research. The result revealed that the level of reading comprehension using the meta-cognition strategy in terms of self-monitoring, self-regulation, and summarization was at a high level. Moreover, the result also revealed that the level of reading comprehension among learners was indicated as a high level. The result also revealed that there is no significant relationship between meta-cognition strategy and the level of reading comprehension. These suggest that educators explore additional factors and instructional methods that may more effectively influence reading comprehension. While metacognitive strategies should not be disregarded, combining them with other proven approaches such as explicit teaching techniques, interactive reading activities, and comprehension-based assessments may yield more significant results. Further, to sustain and further enhance learners’ reading comprehension, it is recommended that educators continue to implement effective teaching strategies that promote active reading and critical thinking. Additionally, schools should consider providing additional resources and training to support learners who may still require improvement, ensuring that all students achieve optimal comprehension skills.