Metacognitive Awareness of Reading Strategies and Comprehension Skills: A Correlational Study of Elementary Education Students
DOI:
https://doi.org/10.54536/ajiri.v5i3.8403Keywords:
Elementary Education, Metacognitive Awareness, Reading Comprehension, Reading StrategiesAbstract
This study explores the metacognitive awareness of reading strategies and comprehension skills of a correlational study of Elementary Education students. The Philippines ranked in the lowest position in reading comprehension scores based on the PISA data, which was 340 points below the international average. These lowest scores reflected continuous challenges such as limited phonological awareness, difficulty in word identification, and vocabulary issues. This may hinder academic achievement, especially for college students. Utilizing a non-experimental quantitative approach, specifically a correlational approach, the relationship between metacognitive awareness of reading strategies and comprehension skills among BEED students. A total of 153 students participated in this study by using validated questionnaires to measure the level of metacognitive awareness of reading strategy and the level of comprehension skills. The finding reveals the strong positive relationship between metacognitive awareness of reading strategies and comprehension skills, specifically problem-solving, supporting reading strategy, global reading strategies. This indicates that those who are actively employed in reading strategies demonstrate higher comprehension skills. This study helps school heads understand the importance of reading techniques in enhancing the comprehension skills of learners. By grasping these concepts, school heads can clearly communicate and provide support to teachers. For the teachers to give them knowledge about reading strategies to improve their comprehension skills, it is essential to provide proper training and continuous support. For future researchers, it served as a reference for those who wanted to explore this study. Lastly, for the learners, it gives them valuable lessons.
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Copyright (c) 2026 C. V. Bañes, J.M. Alvar, J.M.L. Gerona, R. T. Sanchez
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