Authors
Marie Chanshine F. Abucay*
Cebu Technological University – Consolacion Campus
Cebu, Philippines
Email: marieabucay143@gmail.com
Kine Jane H. Gapo
Cebu Technological University – Consolacion Campus
Cebu, Philippines
Email: kynejaneherrera@gmail.com
Viemma T. Melendres
Cebu Technological University – Consolacion Campus
Cebu, Philippines
Email: viemmamelendres0928@gmail.com
Ivy P. Garcia, LPT, MAPF
Cebu Technological University – Consolacion Campus
Cebu, Philippines
Email: ivypgarcia89@gmail.com
Abstract
This study aims to examine the effectiveness of the metacognitive strategy inferring as a tool for enhancing students’ ability to comprehend short stories. Inferring refers to the reader’s capacity to construct meaning from implicit statements in the text by utilizing clues, symbolism, and contextual information embedded in the narrative. The researchers employed a quasi-experimental design involving two groups of participants—control and experimental—each composed of forty-two (42) Bachelor of Secondary Education major in Filipino students from Cebu Technological University–Consolacion Campus for the academic year 2025–2026. A pre-test and post-test were administered to measure the participants’ reading comprehension skills before and after the implementation of the intervention focused on the inferring strategy. Both groups demonstrated improvement in comprehension following the intervention; however, the experimental group obtained a higher mean score (M = 18.48) than the control group (M = 16.74), indicating a significant difference in performance (p < 0.05). These findings suggest that the use of metacognitive strategies, particularly inferring, is an effective approach for improving students’ comprehension and critical thinking in reading short stories. The study highlights that metacognitive development through the inferring strategy deepens understanding and strengthens students’ ability to read analytically and meaningfully.
Keywords: Inferring, metacognitive strategy, reading, comprehension, short story, metacognition
*Corresponding author
DOI: http://doi.org/10.69651/PIJHSS0404600
Recommended citation:
Abucay, M. C. F., Gapo, K. J. H., Melendres, V. T., & Garcia, I. P. (2025). Inferring: Metacognitive development in the ability to comprehend short stories. Pantao (The International Journal of the Humanities and Social Sciences) 4 (4), 6507-6517. http://doi.org/10.69651/PIJHSS0404600
Read the full text
References.
Afflerbach, P. (2022). The skill, will, and thrill of reading comprehension. Teachers College Press. https://books.google.com.ph/books?hl=en&lr&id=CZj6DwAAQBAJ
Alonsabe, A. J. M. (2023). Effects of metacognitive awareness on reading comprehension in English among senior high school students. ResearchGate. https://www.researchgate.net/publication/388324340
Bouali, A. (2022). Exploring the metacognitive reading strategy awareness in promoting students’ reading comprehension skills. Global Journal of Foreign Language Teaching, 12(4), 203–212. https://doi.org/10.18844/gjflt.v12i4.7400
Commission on Higher Education. (2013). 2013 CHED Memorandum Orders. https://ched.gov.ph/2013-ched-memorandum-orders/
Commission on Higher Education. (2017). 2017 CHED Memorandum Orders. https://ched.gov.ph/2017-ched-memorandum-orders/
Duke, N. K., & Cartwright, K. B. (2021). The science of reading progresses: Communicating advances beyond the simple view of reading. Reading Research Quarterly, 56(S1), S1–S20. https://doi.org/10.1002/rrq.411
Fisher, D., & Frey, N. (2020, February 1). The skill, will, and thrill of reading comprehension. ASCD. https://www.ascd.org/el/articles/the-skill-will-and-thrill-of-reading-comprehension
Genc, M. (2004). Constructivism in Piaget and Vygotsky. The Fountain Magazine. https://fountainmagazine.com/all-issues/2004/issue-48-october-december2004/constructivism-in-piaget-and-vygotsky
Haryono, P. (2023). Implementation of metacognitive strategies on students’ ability to read English texts. Jurnal Sustainable, 6(2), 543–548. https://doi.org/10.32923/kjmp.v6i2.3770
Lam, C., & Wolfe, J. (2023). An introduction to quasi-experimental research for technical and professional communication instructors. Journal of Business and Technical Communication, 37(2), 174–193. https://doi.org/10.1177/10506519221143111
Mercado, J. C. Y., & Manzano, B. A. (2024). English reading performance and metacognitive strategies: Implications for students’ academic success. International Journal of Multidisciplinary: Applied Business and Education Research, 5(4), 1175–1185. https://doi.org/10.11594/ijmaber.05.04.05
Quiamco, C. A. M. G., & De Leon, M. G. M. (2025). Metacognitive knowledge and reading strategies as predictors of comprehension skills of senior high school students. EPRA International Journal of Multidisciplinary Research (IJMR), 11(6). https://doi.org/10.36713/epra21863
Souheylaa, B., & Bouali, A. (2022). Exploring the metacognitive reading strategy awareness in promoting students’ reading comprehension skills. Global Journal of Foreign Language Teaching, 12(4), 203–212. https://doi.org/10.18844/gjflt.v12i4.7400
Tang, K., Noordin, N., & Ismail, L. (2024). Implementation of metacognitive reading strategies to improve English reading ability: A systematic review. International Journal of Learning, Teaching and Educational Research, 23(7), Article 10681. https://doi.org/10.26803/ijlter.23.7.19
Teach Starter. (n.d.). Reading comprehension strategies. https://www.teachstarter.com/us/blog/reading-comprehension-strategies/
Valdez, J. V. (2022). Super Six Comprehension Strategy sa pagpapaunlad ng kakayahang komprehensiyon sa pagbasa. Asia Pacific Journal of Management and Sustainable Development, 10(3), 27–31. https://www.researchgate.net/publication/367559193_Super_Six_Comprehension_Strategy_sa_Pagpapaunlad_ng_Kakayahang_Komprehensiyon_sa_Pagbasa
Vicente, C. A., & Baldera, P. R. (2024). Examining the effects of metacognitive awareness on the reading comprehension skills of Grade 7 students. Romblon State University Research Journal, 6(2), 18–27. https://doi.org/10.58780/rsurj.v6i2.203