Effects of Metacognitive Awareness on Reading Comprehension in English among Senior High School Students

The paper investigates the effects of metacognitive awareness on the reading comprehension skills and scholastic performance of senior high school students at Medina College Science High School. The study used a descriptive survey method, lottery sampling to select the representative sample, developed diagnostic test questions based on the K-12 curriculum, used a table of specifications to guide instrument development, and hand-scored the test papers. It was found that female students demonstrated higher proficiency in various metacognitive reading comprehension skills compared to male students, that both male and female students only achieved a "satisfactory" level of scholastic performance across school subjects, despite the gender differences in reading comprehension skills, and that there is a significant positive relationship between students' metacognitive reading skills and their academic achievement. While metacognitive skills positively influence reading comprehension and academic performance, other factors, such as cognitive abilities, learning environments, and instructional methods, also play crucial roles. This complexity underscores the need for comprehensive educational strategies that address multiple aspects of student learning and development.