Metacognitive Awareness; its Effects on the Reading Comprehension of the English 2 Students
AbstractThis study aimed to determine the relationship between the Metacognitive Awareness and the level of Reading Comprehension of English 2 Students in the Mindanao State University- Main Campus. Specifically, it dwelt on the following: (1) the participants’ profile in terms of Gender, Ethnicity, and Degree Program; (2) participants’ Personal Reading History; (3) participants’ Level of Metacognitive Awareness; (4) Participant’s Reading Comprehension skills based on the Reading Comprehension tests; (5) participants; level of reading comprehension when grouped according to their profile in terms of Gender, Degree Program, and Personal Reading History; (6) the significant relationship between the Metacognitive Awareness and the level of Reading Comprehension skills of participants; and, (7) the extent to which the Metacognitive Awareness predicts reading comprehension skills. A descriptive-evaluative research design was employed. The finding determined that four reading comprehension skill namely, literal, evaluative, inferential, and applied showed poor performance. Moreover, the relationship between the metacognitive awareness and the reading comprehension skills of the participants, only evaluative level resulted to be significant. Thus, this study implies that monitoring comprehension of the students determine whether they understood what they are reading. Parents and teachers alike can promote these skills by providing ample materials and expose them to different genres at a very early age.
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