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040			_aMMUS _cULS
100			_aDuldulao,Whellalyn G.
245			_aReading comprehension levels and meta cognitive strategies of Grade 10 students: their implications to the teaching of reading in the senior high school / _cWhellalyn G. Duldulao
260			_c2021
300			_axii,127 leaves _c28 cm.
500			_aThesis (M.A.Ed.- Language and Literature) - Mariano Marcos State University
504			_aBibliography:leaves 89-94.
520			_aABSTRACT DULDULAO, WHELLALYN G. Mariano Marcos State University. May 2021 READING COMPREHENSION LEVELS AND METACOGNITIVE STRATEGIES OF GRADE 10 STUDENTS: THEIR IMPLICATIONS TO THE TEACHING OF READING IN THE SENIOR HIGH SCHOOL. Major Adviser: Bert A, Gamiao, Ph.D. This study identified the reading comprehension levels and metacognitive strategies of Grade 10 students, determined their correlation and the implications to the teaching of reading in the Senior High School Employing the descriptive-correlational research design, this study involved 246 Grade 10 students from the Schools Division of The City of Batac who answered through online the 30-item reading comprehension test and the survey questionnaire of metacognitive strategies to gather the data needed. The sample of the study was determined using proportional sampling technique. Findings show that respondents' reading comprehension falls under frustration level in all the nine macro skills. Among the metacognitive strategies, the three most applied when students experienced reading comprehension difficulties are: (1) I read slowly bul carefully to be sure I understand what I am reading; (2) / try to understand one paragraph before proceeding to the next one; and (3) When a reading text becomes difficult, I pay closer attention to what I am reading. In addition, there is a significant relationship between the skill in vocabulary and metacognitive strategies: I try to understand one paragraph before proceeding to the next one and when a reading text becomes difficult, I pay closer attention to what I am reading. In terms of the skill in sequencing, it is significantly related to the metacognitive strategy: I try to get back on track when I lose concentration and I try to understand one paragraph before proceeding to the next one. The students' skill in inference is significantly related to the metacognitive strategy: / picture or visualize information to help remember what I read and I go over a reading text for several times until I can understand it. The skill in drawing conclusion is significantly related to the metacognitive strategy: When a reading text becomes difficult. I pay closer attention to what I am reading. There is also a significant relationship between the skill in relating background knowledge and the metacognitive strategy: I predict what will happen after reading a text/story. The five macro skills in reading: vocabulary, sequencing, inferring, drawing conclusion and relating background knowledge are significantly correlated with some of the metacognitive strategies. The skill in summarizing is not significantly correlated with any of the metacognitive strategies while comparing and contrasting skill has a negative correlation with / take down highlight difficult words and use dictionary to unlock meanings and use them in sentences. In addition, the skill in finding the main idea has a negative correlation with / discuss and solve the doubts related to the reading text with my teachers and friends, and I stop from time to time to think about what I am reading. Further, the skill in distinguishing facts and opinion is also negatively correlated with 7 predict what will happen after reading a text/story. Overall, significant relationships were found when specific performance in macro reading skills was paired with the individual metacognitive strategies employed by the learners. The findings on the Grade 10 students reading comprehension level and metacognitive strategies brought about implications to the teaching of reading in the senior high school.
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