Authors
Vanessa V. Balasoto*
Sto. Tomas Integrated High School
Laguna, Philippines
Email: vanessa.balasoto@deped.gov.ph
Randy l. Orense, MEM, LPT
Sto. Tomas Integrated High School
Laguna, Philippines
Abstract
The study was conducted to determine and identify the metacognitive reading strategies of the senior high school students in understanding the self-learning modules in Earth and Life Science at the Sto. Tomas Integrated High School, Calauan, Laguna. The descriptive method of research was utilized by the researchers. The subjects of the study were composed of sixty (60) Grade 11 Senior High School students from the ICT-TVL strand. Simple random sampling was used to determine and identify the metacognitive strategies of senior high school students in understanding the self-learning modules in Earth and Life Science for School Year 2021–2022. This study aims to assess the following questions using a Likert Scale: (1) I have a purpose in mind when I read the SLM in Earth and Life Science – 3, “I sometimes do this.” (2) I take notes while reading to help me understand what I read – 2, “I do this only occasionally.” (3) I think about what I already know to help me understand what I read – 3, “I sometimes do this.” (4) I preview the text to see what it’s about before reading it – 3, “I sometimes do this.” (5) When text becomes difficult, I read aloud to help me understand what I read – 2, “I do this only occasionally.” These are some responses among the respondents. It seems that the metacognitive strategies among the senior high school students in understanding the self-learning modules are falling from 3 – “I sometimes do this” to 2 – “I do this only occasionally.” In the light of the findings, thirty-five (35) students learned from their metacognitive strategies using their self-learning modules, with a mean level of 2.61–3.40, “I sometimes do this,” while twenty-five (25) students answered “I usually do this,” with a mean level of 3.41–4.20, “I usually do this.”
Keywords: Core and Earth and Life Science subjects, metacognitive reading strategies, self-learning modules, supplementary materials
*Corresponding author
DOI: http://doi.org/10.69651/PIJHSS0404526
Recommended citation:
Balasoto, V. V., & Orense, R. L. (2025). Metacognitive reading strategies of Senior High School students in understanding the self-learning modules and supplementals in Core and Earth and Life Science. Pantao (The International Journal of the Humanities and Social Sciences) 4 (4), 5691-5697. http://doi.org/10.69651/PIJHSS0404526
Read the full text
References
Anderson, N. (2003). Practical English language teaching (2nd ed., pp. 67–86). New York, NY: McGraw-Hill.
Farrell, T. (2006). Succeeding with English language learners. Thousand Oaks, CA: Corwin Press.
Raimes, A. (2002). Ten steps in planning a writing course and training teachers of writing. In J. C. Richards & W. A. Renandya (Eds.), Methodology in language teaching (pp. 306–313). Cambridge, England: Cambridge University Press.
Zimmerman, C. (2013). Teaching and learning vocabulary for second language learners. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (2nd ed., pp. 121–136). Boston, MA: Heinle.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American Psychologist, 34(10), 906–911. https://doi.org/10.1037/0003-066X.34.10.906
O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge, England: Cambridge University Press.
Pressley, M., & Afflerbach, P. (1995). Verbal protocols of reading: The nature of constructively responsive reading. Hillsdale, NJ: Lawrence Erlbaum Associates.
Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19(4), 460–475. https://doi.org/10.1006/ceps.1994.1033
Carrell, P. L., Gajdusek, L., & Wise, T. (1998). Metacognition and EFL/ESL reading. Instructional Science, 26(1–2), 97–112. https://doi.org/10.1023/A:1003092114195
Baker, L., & Brown, A. L. (1984). Metacognitive skills and reading. In P. D. Pearson, R. Barr, M. L. Kamil, & P. Mosenthal (Eds.), Handbook of reading research (Vol. 1, pp. 353–394). New York, NY: Longman.