Effectiveness of Metacognitive Strategy Instruction on he Reading Comprehension Skills of Grade 10 Students

Authors

  • LEA LYN BONIFACIO APAYAO STATE COLLEGE Author

DOI:

https://doi.org/10.64358/sih.v2i2.94

Keywords:

comprehension skills Grade 10 learners metacognitive strategy instruction quasi-experimental design reading comprehension reading instruction

Abstract

This study determined the effectiveness of Metacognitive Strategy Instruction (MSI) in improving the reading comprehension skills of Grade 10 students at Ballesteros National High School during the School Year 2025–2026. A quasi-experimental research design using the non-equivalent control group pretest–posttest approach was employed. The respondents consisted of 92 Grade 10 students divided into two intact classes: the experimental group exposed to MSI and the control group exposed to conventional reading instruction. A validated researcher-made Reading Comprehension Diagnostic Test consisting of 75 multiple-choice items was used as the primary data-gathering instrument. Findings revealed that both the control group (M = 35.37, SD = 4.48) and the experimental group (M = 35.49, SD = 5.78) had comparable reading comprehension levels before the intervention. Statistical analysis showed no significant difference between the pretest scores of the two groups (t = 0.11, p > 0.05). After the intervention, both groups improved in their reading comprehension performance. The control group obtained a posttest mean score of 48.54 (SD = 8.81), while the experimental group obtained a mean score of 48.96 (SD = 8.70). However, no statistically significant difference was found between the posttest scores of the two groups (t = 0.22, p > 0.05). The study concludes that both MSI and conventional reading instruction effectively improved learners’ reading comprehension when implemented through structured and guided instruction. The findings suggest that improvement in reading comprehension may be influenced by consistent reading exposure, teacher guidance, and learner engagement rather than the exclusive use of metacognitive strategies.

References

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Published

2026-06-12

Issue

Vol. 2 No. 2 (2026): Studies in Interdisciplinary Horizons

Section

Articles

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