Linking Metacognitive Reading Strategies of Senior High School Learners to Their Academic Profile

Abstract

This study investigated the link between metacognitive reading strategies and the academic profile of Senior High School students. Using a descriptive-correlational research design, the study examined how learners employ global, problem-solving, and support reading strategies, as measured by the Metacognitive Awareness of Reading Strategies Inventory (MARSI). A stratified random sample of 56 students from the HUMSS, STEM, ABM, and TVL strands participated. Findings revealed that learners moderately utilized global and support strategies, such as previewing texts, contextualization, note-taking, and paraphrasing, suggesting a developing but inconsistent application of strategic reading approaches. In contrast, problem-solving strategies, including re-reading, adjusting reading speed, and visualizing, were highly employed, showing that students actively manage comprehension difficulties. Differences were significant in relation to available reading materials at home and time spent reading, highlighting the influence of environmental factors on strategy use. The study concluded that while students demonstrated strength in problem-solving strategies, there is a need to reinforce global and support strategies to develop more balanced metacognitive awareness. These findings underscore the importance of reading instruction that models and cultivates strategic reading behaviors across academic strands. By linking students’ reading strategies with their academic profile, the study provides valuable insights into how literacy instruction can be enhanced to improve comprehension, promote independent learning, and strengthen overall academic achievement among Senior High School learners.