Abstract
This study examined the metacognitive reading strategies of Senior High School learners and their relationship to selected academic profile variables. Specifically, it explored the extent to which students employed global reading strategies, problem-solving strategies, and support reading strategies, as well as the differences in strategy utilization when grouped according to strand, available reading materials at home, and exposure to reading materials. Using a descriptive–correlational research design, data were gathered from 56 Senior High School students from the Humanities and Social Sciences (HUMSS), Science, Technology, Engineering, and Mathematics (STEM), Accountancy, Business, and Management (ABM), and Technical-Vocational-Livelihood (TVL) strands at Vicente D. Trinidad National High School. The Metacognitive Awareness of Reading Strategies Inventory (MARSI) developed by Mokhtari and Reichard (2002) served as the primary research instrument. Findings revealed that among the three categories of metacognitive reading strategies, problem-solving strategies were utilized to a high extent, while global and support reading strategies were employed at a moderate level. This indicates that learners are more inclined to use active strategies such as re-reading, adjusting reading speed, and concentrating more closely when texts become difficult. Moreover, significant differences were found in the utilization of metacognitive reading strategies when respondents were grouped according to the availability of reading materials at home and their exposure to reading materials. Students with access to newspapers and those who spent longer periods reading demonstrated higher levels of metacognitive strategy use. However, no significant difference was observed when respondents were grouped according to academic strand. The results underscore the vital role of reading exposure and access to varied reading materials in enhancing learners’ metacognitive awareness. The study concludes that strengthening metacognitive reading instruction and promoting sustained reading practices can significantly support students’ academic development and reading comprehension proficiency.
