Examining the Effects of Metacognitive Awareness on the Reading Comprehension Skills of Grade 7 Students

This study examines the effects of metacognitive awareness on the reading comprehension skills of Grade 7 students at Odiongan National High School, Odiongan, Romblon, addressing a crucial gap in existing literature. With reading comprehension skills being fundamental to academic success, understanding the role of metacognitive awareness becomes imperative. Grounded in Flavell's Metacognition Theory, this research aims to investigate the level of metacognitive awareness and its effects on reading comprehension skills with a descriptive-causal approach. Methodologically, a quantitative approach was used, utilizing reading comprehension assessments alongside a modified Metacognitive Awareness Inventory (MAI) adapted from Schraw & Dennison (1994). Using a four-point Likert-type rating scale questionnaire, students rated their metacognitive awareness, divided into Metacognitive Knowledge (MK) and Metacognitive Regulation (MR). Metacognitive knowledge encompasses declarative, procedural, and conditional knowledge, while Metacognitive Regulation involves planning, monitoring, and evaluating. Using stratified random sampling, 198 respondents were selected out of 401 Grade 7 students, preceded by a pilot study with 20 respondents to refine research instruments and assess the validity and reliability. Furthermore, data were collected, processed, and analyzed using a statistical tool called Multiple Linear Regression. The results show that metacognitive awareness is positively correlated with the reading comprehension skills of Grade 7 students. This suggests the pivotal role of metacognitive awareness in enhancing reading comprehension skills.