INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue VIII August 2025
Page 2407
Metacognitive Strategy in Learning Literature of Senior High School
Students
1
Ma. Carissa Giray-Costambienes.,
2
Renno Jose B. Gabuya, EdD
1
Secondary School Teacher III, Calapi National High School, Schools Division of Samar, Philippines
2
SB Secretary, LGU-Motiong, Motiong, Samar, Philippines
DOI: https://doi.org/10.51244/IJRSI.2025.120800216
Received: 20 Aug 2025; Accepted: 26 Aug 2025; Published: 23 September 2025
ABSTRACT
This paper investigates the use of metacognitive strategies among Senior High School students in
understanding literature, examining their socio-demographic profiles and the relationship between these
profiles and their metacognitive strategies. The study aims to benefit both teachers and learners in the
teaching-learning process. Using a descriptive correlational design, 40 research participants responded to an
online survey questionnaire adapted from Channa et al. (2018). The survey included sections on socio-
demographic profiles and 20 items on metacognitive strategies. Findings revealed that the majority of
respondents were female, 17 years old, with parents who had a high school education and a monthly income
classified as poor. Most had 4-7 siblings and a general weighted average grade in literature of 85-89 (50%).
Data suggested that these students used metacognitive strategies to enhance their comprehension of reading
passages. Additionally, there was a significant relationship between the socio-demographic profiles and their
use of metacognitive strategies, affecting their understanding of literary texts. The study underscores the
importance of guiding teachers in the use of metacognitive strategies, which are crucial for teaching literature.
Implementing these strategies can significantly improve students’ comprehension skills and support their
overall acquisition of knowledge.
Key Words: Metacognitive Strategy, Literature, Reading Comprehension, Senior High School students
INTRODUCTION
The ability to read and comprehend literary texts in English has become increasingly imperative in our
globalized world. Reading is a cooperative process where readers actively engage with written texts,
constructing their own understanding of the author's intended message. Reading comprehension is crucial for
ensuring students' literacy across numerous subject fields, involving various mental activities that must be
performed automatically and simultaneously to grasp the meaning of a text (Ramsa, 2021). Reading is perhaps
the most extensively studied language skill by researchers (Pardede, 2017). Its importance is evident as success
in all content areas hinges on skillful and deep understanding of texts. However, most secondary students do
not have a dedicated reading class, making reading a shared responsibility among all staff members but not a
primary responsibility for any particular one.
There is significant concern about the lack of understanding and appreciation among secondary literature
students. Some students dislike poetry, short stories, and literary texts, while others see these subjects as
essential for developing altruistic attitudes (Kelly, 1957). As a language teacher, one of the most common
problems in our educational system is the literacy or reading skills of learners. Reading is a fundamental tool
used across subjects like mathematics, science, and home economics, all of which start with the written word.
However, it is disheartening to see that many secondary school students can barely read or comprehend what
they read. Reading instruction at the secondary level has become a major issue in many school districts across
the Philippines. With the pressures of high-stakes testing, many secondary teachers do not consider reading
instruction their responsibility, resulting in students graduating without the necessary literacy skills for success
in college or the workforce (Nash-Diezel, 2010; Ness, 2007).
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue VIII August 2025
Page 2408
Poor reading comprehension can compromise performance in other subjects, leading to a deterioration of
language proficiency, which in turn affects global competitiveness. More research is needed to address
difficulties in FL reading comprehension. Kendeou et al. (2016) and Magnusson et al. (2018) suggest
exploring students’ perspectives on their awareness and use of different strategies when approaching texts.
Insights into which strategies students internalize and apply can contribute to improving classroom teaching
and learning. Metacognitive strategies, which involve learners thinking about their thinking, help students
become self-regulating learners with a strong sense of urgency in their learning. Rahmat et al. (2021) found
that some learners can use metacognitive scaffolding to plan, monitor, and evaluate their learning.
Metacognition, defined as knowledge about and regulation of cognition, is essential in reading comprehension
and writing (Flavell, 1979; Pintrich, 2002).
Despite the extensive research on reading comprehension and the implementation of various guided reading
strategies, there remains a lack of comprehensive understanding of how secondary students internalize and
apply these strategies in different contexts. Additionally, there is limited research on the effectiveness of these
strategies from the students' perspectives
Statement of Objectives
The paper aimed to investigate the use of metacognitive strategy in understanding literature of Senior High
School students; specifically, the paper will;
1 Find out the socio-demographic profile of the Senior High School students, in terms of:
1.1 sex;
1.2 age
1.3 educational attainment;
1.3.1 Father
1.3.1 Mother
1.4 parents’ income;
1.5 number of Siblings; and
1.6 grade in literature.
2. Ascertain the metacognitive strategy in understanding literature of Senior High School students.
3 Ascertain if there is a significant relationship between the socio-demographic profile of the Senior High
School students and their metacognitive strategy.
REVIEW OF RELATED LITERATURE
The review of related literature aims to explore the various dimensions of metacognitive strategies in the
context of literature studies, examining recent research findings, the impact of socio-demographic factors, and
the role of teachers in fostering these skills.
The role of metacognitive strategies in learning literature among Senior High School students has been
increasingly recognized as crucial for enhancing comprehension and overall academic performance.
Metacognition, which involves self-awareness and self-regulation of cognitive processes, allows students to
plan, monitor, and evaluate their understanding and learning strategies. According to Channa et al. (2018),
metacognitive strategies empower students to take control of their learning by enabling them to identify their
comprehension challenges and select appropriate strategies to overcome them. This self-regulatory approach is
particularly beneficial in literature studies, where students must navigate complex texts and diverse genres.
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue VIII August 2025
Page 2409
Recent studies have highlighted the effectiveness of metacognitive strategies in improving students' reading
comprehension and engagement with literary texts. For instance, Zhang et al. (2019) found that students who
employed metacognitive strategies showed significantly better comprehension and retention of literary content
compared to those who did not. This is because metacognitive strategies encourage active engagement with the
text, prompting students to ask questions, make predictions, and draw connections to prior knowledge.
Moreover, the implementation of metacognitive strategies in classroom settings has been shown to foster a
deeper appreciation of literature. Rahmat et al. (2021) demonstrated that students who were taught to use
metacognitive strategies not only improved their comprehension skills but also developed a more profound
appreciation for literary themes and techniques. This holistic understanding of literature contributes to a more
enriching educational experience, as students are better equipped to interpret and analyze texts critically.
Furthermore, the relationship between socio-demographic factors and the use of metacognitive strategies has
also been explored in recent research. For example, Lin et al. (2020) examined how factors such as gender,
parental education, and socio-economic status influence students' metacognitive strategy use. They found that
students from higher socio-economic backgrounds and those with more educated parents were more likely to
employ metacognitive strategies effectively. This suggests that socio-demographic factors can play a
significant role in shaping students' metacognitive abilities and their overall success in literature studies.
Additionally, the significance of metacognitive strategies in the context of learning literature among Senior
High School students has been further corroborated by several recent studies. For instance, Hilden and
Pressley (2018) emphasize that metacognitive strategies enable students to become more adept at self-
regulating their learning processes, which is critical in literature studies where students must often interpret
ambiguous or complex texts.
Moreover, metacognitive strategies have been linked to improved academic outcomes beyond comprehension
alone. According to research by Kendeou et al. (2019), students who employ metacognitive strategies tend to
exhibit higher levels of critical thinking and problem-solving skills. These students are better equipped to
analyze literary texts, identify underlying themes, and appreciate the nuances of different literary forms. This
enhanced analytical ability is crucial for success in literature courses and contributes to overall academic
achievement. The integration of metacognitive strategies in the classroom has also been shown to positively
affect students’ motivation and engagement. Zohar and Barzilai (2019) found that when teachers explicitly
teach metacognitive strategies, students are more likely to engage deeply with the material. This is because
metacognitive instruction helps students understand the value of their learning processes and empowers them
to take ownership of their education.
Consequently, students who feel more in control of their learning are more motivated and likely to persist in
the face of challenges. Furthermore, the role of teachers in fostering metacognitive strategies is pivotal.
According to Teng (2020), teachers who model metacognitive thinking and provide opportunities for students
to practice these strategies in a supportive environment can significantly enhance their students' learning
outcomes. Teachers' awareness and implementation of metacognitive strategies can transform their
instructional practices, making them more effective in addressing diverse student needs and promoting higher-
order thinking skills.
Finally, the influence of socio-demographic factors on the effectiveness of metacognitive strategies continues
to be a critical area of study. A study by Chen and Whitehead (2020) explored the differential impact of
metacognitive strategy instruction on students from varying socio-economic backgrounds. Their findings
indicated that while all students benefit from metacognitive strategies, those from lower socio-economic
backgrounds showed the most significant gains in comprehension and academic performance. This
underscores the potential of metacognitive strategies to bridge educational gaps and promote equity in
academic achievement.
The literature review on metacognitive strategies in learning literature underscores their significant impact on
students' comprehension, engagement, and overall academic success. The pieces of evidence suggest that
metacognitive strategies not only enhance students' ability to understand and appreciate complex literary texts
but also foster critical thinking and problem-solving skills.
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue VIII August 2025
Page 2410
METHODOLOGY
Research Design
This study adopts a quantitative approach, utilizing descriptive statistics to present the socio-demographic
profile of Senior High School students in terms of age, sex, parents' educational attainment, parents' income,
number of siblings, and grades in literature. The study is also correlational, as it seeks to establish the
relationship between the socio-demographic profile of the respondents and their metacognitive strategies. The
identification of the respondents' socio-demographic profiles and metacognitive strategies was achieved
through an online survey questionnaire.
Participants
The participants of the study comprised forty Senior High School students from Calapi National High School,
located in Calapi, Motiong, Samar, Philippines, who were enrolled in the 21st Century Literature subject for
the school year 2021-2022. The respondents provided informed consent, fully understanding the purpose and
use of the research.
Data Collection
To achieve the study's objectives, the researchers conducted an online survey questionnaire. The survey
included questions about the socio-demographic profile of the respondents and twenty statements designed to
explore various themes related to the respondents' metacognitive strategies.
Data Analysis
In the data organization, the data was analyzed using descriptive statistics to analyze research variables
through SPSS for producing the Percentage, Mean, Standard Deviation, of the data. Pearson correlation was
also used to see the relationship of the variables.
RESULTS AND DISCUSSION
This presents the analyses of the data obtained and the corresponding interpretation in connection with the
specific questions of the study.
Socio-demographic profile of the Senior High School students
Age
The data revealed that out of 40 students, 26 or 65% were 17 years old, 8 or 20% were 18 years old, 3 or 7.5 %
were 16 years old, 2 or 5% are 22 years old, and 1 or 2.5 % is 21 years old. This means that the majority of the
Senior High school students are 17 years’ old.
Figure 4.1.1 Age of the Respondents
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue VIII August 2025
Page 2411
Sex
The data revealed that out of 40 students, 30 or 75% were girls and 10 or 25% were boys. It means that the
majority of the Senior High School students belonged to female. This further means that the students enrolled
are mostly female.
Figure 4.1.2 Sex of the Respondents
Educational Attainment of Father
Educational attainment of father of Senior High School students revealed that out of 40 senior high school
students, 16 or 40% of their fathers’ are high school level, 15 or 37.5% are elementary level, 5 or 12.5% are
high school graduate, 4 or 10% are elementary graduate, and 1 or 2.5% is college graduate, respectively.
It shows that a majority of the respondents’ father were high school level. It can be inferred that most of the
respondents’ father were not highly educated, as such they could not assist their children in their reading
needs. Viloria (2011) states that children with parents’ highly educated do better in school and talk often with
teachers and become involved in the school. It cannot be denied that proper guidance from parents be accorded
to the children. The motivation, encouragement, and driving force are very essential for the attainment of their
goals.
Figure 4.1.3 Educational attainment of Father
Educational Attainment of Mother
As to the educational attainment of mother of senior high school students, the data states that 42.5% were high
school level, 22.5% were high school graduates, 12.5% were elementary graduates, and 10% both belonged to
college graduate and elementary level. This means that a majority of the respondents’ mother were high school
level. In can be inferred that most of the parents of the respondents were not highly educated. This finding
backs up Viloria (2011), who states on his article, “Building a Parent-Teacher Relationship”, that children with
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue VIII August 2025
Page 2412
parents who were highly educated did better in school and talked often with teachers and became involved in
the school. Close communications between parents and teachers can help the student.
Figure 4.1.3 Educational attainment of Mother
Parents Monthly Income
Based on the data, 85% of parent’s monthly income is less than PHP 10, 957; which is categorized as poor.
This imply that majority of the parent’s monthly income of the respondent’s is categorize as poor as stated in
the NEDA report of 2021.
Figure 4.1.5 Parents Monthly Income
Number of Siblings
A total of 14 or 35% had 4-5 siblings, 13 or 32.5% of 6-7 siblings, both 12.5% under 2-3 and 8-9 siblings, and
3 or 7.5% who have 10 above siblings. This suggests that a majority of the senior high school students have a
total of 4-5 and above siblings considered as having a big number of family members.
Figure 4.1.6 Number of Siblings
Grade in Literature
The data revealed that out of 40 respondents, 20 or 50% belonged to the 85-89 grading scale which is very
Satisfactory, 13 or 32.5% belonged to the 80-84% grading scale which is Satisfactory, and 7 or 17.5%
belonged to 90-100% grading scale which is outstanding.
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue VIII August 2025
Page 2413
This means that all of the respondents passed the subject in literature but not all got the outstanding rating
which they still need to learn more strategies in reading and applied it in understanding the subject.
Figure 4.1.7 Grade in Literature
Metacognitive Strategy of Senior High School students in understanding literature
Table 1 revealed the metacognitive strategies used by 40 senior high school students in learning literature
subject.
The result showed that “A very strong strategy” used for metacognition was “Reading instructions carefully
before beginning a task”, with 35% to improve reading comprehension before starting any task on reading
passages. This shows that reading instructions would be beneficial to begin any task to understand the plot of
the texts. It is followed by the statement “Slowing down and focusing attention on important information”,
with 27.5%. This revealed that when the students became confused while reading, they read passages again or
they read slowly and focused on the most important piece of text in the passage to know clear meaning of the
text and perceive the proper information. These two strategies indicated that the readers may not ignore the
texts when they find some difficulties due to difficult texts. They would enable to learn if they would go back
and start reading again slowly with great attention. The respondents rated “I stop and go back over new
information that is not clear” with 22.5% to have a clear understanding about the topic or story to be discussed.
Table 1. Frequency of metacognitive strategies used by senior high school students in understanding literature
subject (N=40)
Very Strong Strong Simple Rare Least Mean SD
1. When reading a passage, I
make up questions to help
focus my reading
5.0 40.0 50.0 5.0 0.0 3.450 0.6775
2. When I become confused
about something I'm reading, I
go back and try to figure it out
15.0 40.0 45.0 0.0 0.0 3.700 0.7232
3. Before I begin studying I
think about the tings I will
need to do to learn
17.5 42.5 40.0 0.0 0.0 3.750 0.7425
4. Reading instructions
carefully before beginning a
task
35.0 32.5 32.5 0.0 0.0 4.025 0.8317
5. Organizing time to
accomplish reading goals
20.0 32.5 42.5 5.0 0.0 3.675 0.8590
6. Slowing down and focusing
attention on important
information
27.5 40.0 30.0 0.0 2.5 3.900 0.9001
7. Drawing diagrams to
understand difficult text
10.0 32.5 42.5 7.5 7.5 3.275 1.0374
8. Translating information into
words
12.5 35.0 47.5 2.5 2.5 3.525 0.8469
9. Making connection of text
to self
10.0 40.0 45.0 0.0 5.0 3.475 0.8767
10. Rethinking misconceptions
15.0 32.5 50.0 0.0 2.5 3.500 0.9337
11. When studying the
subject, I try to determine
which concepts I don't
understand well
15.0 45.0 35.0 0.0 5.0 3.600 1.0077
12. I often find that I have
been reading for class but
don't know what it is all about
7.5 27.5 40.0 17.5 7.5 3.100 1.0328
13. When I study, I set goals
for myself in order to direct
my activities in each study
10.0 40.0 40.0 5.0 5.0 3.450 0.9323
14. I try to change the way I
study in order to fit the
subjects of course
requirement and teacher's
teaching style
10.0 35.0 45.0 5.0 5.0 3.325 0.9711
15. Reading with opposite
meaning to form an opinion
12.5 25.0 50.0 10.0 2.5 3.325 0.9711
16. I stop and go back over
new information that is not
clear
22.5 40.0 30.0 5.0 2.5 3.725 1.0124
17. I try to work with other
students to complete the
assignments
17.5 27.5 42.5 7.5 5.0 3.450 1.0365
18. When studying the
subject, I often set aside time
to discuss the course material
with a group of students from
the class
5.0 32.5 50.0 10.0 2.5 3.300 0.7910
19. When studying the
subject, I often try to explain
the material to a classmate or
a friend
12.5 30.0 50.0 5.0 2.5 3.450 0.8756
20. If the materials are
difficult to understand, I
change the strategy/way I
read the materials.
15.0 32.5 40.0 5.0 7.5 3.375 1.0786
Metacognitive Strategies
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue VIII August 2025
Page 2414
Further, the results showed that when studying the subject, respondents determine which concepts they don’t
understand well” with 45%, before they begin studying, they think about the things they will need to do to
learn with 42.5%, reading a passage and making up questions to help focus in reading (40%), when become
confused about something they’re reading, they go back and try to figure it out (40%), slowing down and
focusing attention on important information (40%), making connections of text to self (40%), when studying,
they set goals for their selves in order to direct activities in each study (40%), and stop and go back over new
information that is not clear (40%), which is rated as a strong strategy of the respondents. This further implies
that respondents think based on their own understanding by asking questions to further understand the lesson.
Relating to the literary text that we are reading is also a good way to help learners understand more the topic.
In literature subject, there a lot of stories being discussed and one way to understand the text is to put yourself
into the character of the story, also called as empathizing. It is the process of connection and understanding the
situation of each of the character. Also, setting goals as stated as a strong strategy is a good way to produce
good results. Learners need to established objectives when it comes to their activities in school to finish all the
tasks.
The results also show that least strategy used for metacognition was “Drawing diagrams to understand difficult
text”, with 7.5% which is used to help the reader visualize what the author is describing in the text. There are
certain components that diagrams have to help the reader understand them and the text. According to
Fergusson (2017), our brains are designed to process information visually. We can see a pattern much more
easily than a list of numbers. Pictures are easier for our brains to comprehend than words, which the picture
superiority effect ensures we remember graphical information more readily than anything that we read.
Furthermore, least strategy used for metacognition also was “I often find that I have been reading for class but
don’t know what it is all about”, and “If the materials are difficult to understand, I change the strategy/way I
read the materials” with 7.5% which needs to develop by the learners in understanding literary text. Materials
are often difficult to understand in literary text which learners need to be more aware of the different strategies
used in reading. One of the strategy to use is to identify predictions. According to Dean (2019), understanding
a text based on its context and anticipating what will happen next is one of an important skill for students to
practice. When teachers allow their class to make predictions regarding an assigned text, it encourages based
on prior knowledge about similar topics.
Relationship between the Socio-demographic profile and the Metacognitive Strategy
Table 2 shows the summary result of the socio-demographic profile and the metacognitive strategy of the
respondents
Pearson correlation was used to test the relationship between the socio-demographic profile of the respondents
and their metacognitive strategy (Table 2). Results of the analysis showed that sex (r=0.331, sig.=0.037), and
age (r=0.474, sig.=0.0002), was significantly correlated to the metacognitive strategy, “When reading a
passage, I make up questions to help focus my reading”.
The metacognitive strategy item number two, “When I become confused about something I’m reading, I go
back and try to figure it out”, is significantly correlated to the educational attainment of father (r=0.348,
sig.=0.028) and mother (r=0.478, sig.=0.0002), and grade in literature (r=0.553, sig.=0.0004). This means that
learners
The statement number three, “Before I begin studying I think about the things I will need to do to learn has
also a significant relationship to the educational attainment of father (r=0.454, sig.=0.003), and mother
(r=0.355, sig.=0.024), and grade in literature (r=0.340, sig.=0.032).
On number four statement, “Reading instructions carefully before beginning a task”, was significantly
correlated to the number of siblings (r=0.326, sig.=0.040). Number five statement, “Organizing time to
accomplish reading goals”, was found significantly correlated with the educational attainment of father
(r=0.419, sig.=0.007). This imply that accomplishing goals might be difficult for learners for their parents
could not assist them in their needs because of the educational attainment.
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue VIII August 2025
Page 2415
Number six statement, “Slowing down and focusing attention on important information was significantly
correlated to the number of siblings (r=0.334, sig.=0.035) and grade in literature (r=0.507, sig.=0.0001).
Focusing attentively on the topics being discussed or tasks to be done in literature subject like making poetry,
essays, short stories, etc. requires outmost devotion. The result could be implying that because of the large
number of siblings, some tasks could be not accomplished because of the loud environment that the learner
has.
The number seven statement, “Drawing diagrams to understand difficult” was significantly correlated to the
grade in literature (r=0.420, sig.=0.0007). The number eight statement, “Translating information into words
was found significant correlated to the educational attainment of father (r=0.359, sig.=0.023), parents’ monthly
income (r=0.314, sig.=0.049), and grade in literature (r=0.556, sig.=0.0002).
Number nine statement also was found significantly correlated to the grade in literature (r=0.535),
sig.=0.0004). Number ten statement, “Rethinking misconceptions” was significantly correlated to the grade in
literature (r=0.343, sig.=0.030).
Table 2. Relationship between the Socio-demographic profile and Metacognitive Strategy
The number 11 statement, “When studying the subject, I try to determine which concepts I don’t understand
well”, showed significant relationship with grade in literature (r=0.386, sig.=0.014).
The next statement on metacognitive strategy (12), “I often find that I have been reading for class but don’t
know what it is all about was significantly correlated to parents monthly income (r=0.352, sig.=0.026).
Parameters Sex Age
Educational
attai nment of
mother
Number of
si bl ings
Pearson r 0.331 0.474 0.304 0.148 0.164 0.141 0.426
Sig. 0.037 0.002 0.056 0.363 0.312 0.385 0.006
Interpretation Significant Significant Not Significant Not Signifi cant Not Signifi ca nt Not Signi ficant Signi ficant
Pearson r 0.212 0.196 0.348 0.478 0.255 0.181 0.553
Sig. 0.190 0.225 0.028 0.002 0.112 0.265
0.0004
Interpretation Not Signi ficant Not Signi ficant Significant Significant Not Signi ficant Not Significant Significant
Pearson r 0.095 0.137 0.454 0.355 0.010 0.170 0.340
Sig. 0.558 0.398 0.003 0.024 0.950 0.295 0.032
Interpretation Not Signi ficant Not Signi ficant Significant Significant Not Signi ficant Not Significant Significant
Pearson r 0.155 0.034 0.281 0.257 0.095 0.326 0.251
Sig. 0.339 0.833 0.079 0.109 0.561 0.040 0.118
Interpretation Not Signi ficant Not Signi ficant Not Significant Not Significant Not Signifi ca nt Significant Not Significant
Pearson r 0.226 0.027 0.419 0.238 0.261 0.176 0.356
Sig. 0.161 0.871 0.007 0.139 0.104 0.278 0.024
Interpretation Not Signi ficant Not Signi ficant Significant Not Signifi ca nt Not Signi fi cant Not Signi ficant Significant
Pearson r 0.309 0.283 0.257 0.303 0.170 0.334 0.507
Sig. 0.053 0.077 0.109 0.057 0.294 0.035 0.001
Interpretation Not Signi ficant Not Signi ficant Not Significant Not Significant Not Signifi ca nt Significant Significant
Pearson r 0.165 0.229 0.250 0.267 0.220 0.280 0.420
Sig. 0.308 0.155 0.120 0.095 0.173 0.080 0.007
Interpretation Not Signi ficant Not Signi ficant Not Significant Not Significant Not Signifi ca nt Not Signifi cant Significant
Pearson r 0.015 0.024 0.359 0.274 0.314 0.194 0.556
Sig. 0.926 0.886 0.023 0.087 0.049 0.229 0.0002
Interpretation Not Signi ficant Not Signi ficant Significant Not Signifi ca nt Significant Not Significant Significant
Pearson r 0.079 0.111 0.227 0.213 0.188 0.311 0.535
Sig. 0.627 0.494 0.160 0.188 0.245 0.051 0.0004
Interpretation Not Signi ficant Not Signi ficant Not Significant Not Significant Not Signifi ca nt Not Signifi cant Significant
Pearson r 0.213 0.260 0.226 0.175 0.130 0.146 0.343
Sig. 0.188 0.105 0.160 0.279 0.423 0.368 0.030
Interpretation Not Signi ficant Not Signi ficant Not Significant Not Significant Not Signifi ca nt Not Signifi cant Significant
Pearson r 0.259 0.046 0.160 0.036 0.245 0.060 0.386
Sig. 0.107 0.777 0.325 0.825 0.127 0.712 0.014
Interpretation Not Signi ficant Not Signi ficant Not Significant Not Significant Not Signifi ca nt Not Signifi cant Significant
Pearson r 0.005 0.303 0.010 0.159 0.352 0.009 0.106
Sig. 0.973 0.058 0.952 0.329 0.026 0.957 0.517
Interpretation Not Signi ficant Not Signi ficant Not Significant Not Significant Significant Not Signi ficant Not Significant
Pearson r 0.058 0.053 0.243 0.107 0.191 0.197 0.501
Sig. 0.723 0.745 0.131 0.510 0.238 0.223 0.001
Interpretation Not Signi ficant Not Signi ficant Not Significant Not Significant Not Signifi ca nt Not Signifi cant Significant
Pearson r 0.326 0.304 0.065 0.042 0.020 0.076 0.427
Sig. 0.040 0.057 0.691 0.796 0.902 0.642 0.006
Interpretation Significant Not Signi ficant Not Signi ficant Not Significant Not Significant Not Signifi ca nt Significant
Pearson r 0.034 0.144 0.018 0.014 0.124 0.257 0.237
Sig. 0.837 0.377 0.912 0.931 0.444 0.109 0.141
Interpretation Not Signi ficant Not Signi ficant Not Significant Not Significant Not Signifi ca nt Not Signifi cant Not Signi ficant
Pearson r 0.223 0.072 0.042 0.049 0.186 0.343 0.419
Sig. 0.167 0.657 0.796 0.762 0.252 0.030 0.007
Interpretation Not Signi ficant Not Signi ficant Not Significant Not Significant Not Signifi ca nt Significant Significant
11. When studying the subj ect, I
try to determine which concepts I
don't unders tand well
1. When reading a pass age, I
make up questions to help focus
my readi ng
2. When I become confused
about something I'm readi ng, I go
back and try to figure it out
3. Before I begin studyi ng I think
about the tings I will need to do
to learn
4. Readi ng instructions carefully
before beginni ng a task
5. Organizing time to accompl ish
readi ng goals
6. Slowing down and focusi ng
attention on important
information
7. Drawing di agrams to
understand di fficul t text
8.Transl ating information i nto
words
9. Maki ng connection of text to
self
10. Rethinking misconceptions
12. I often find that I have been
readi ng for clas s but don't know
what it is al l about
13. When I study, I set goals for
myself in order to direct my
activi ties in each s tudy
14. I try to change the way I study
in order to fit the subjects of
course requi rement and
teacher's teachi ng style
15. Readi ng with opposite
meaning to form an opini on
16. I stop a nd go back over new
information that i s not clear
Pearson r 0.003 0.158 0.015 0.184 0.240 0.458 0.273
Sig. 0.987 0.329 0.929 0.255 0.136 0.003 0.088
Interpretation Not Significant Not Significant Not Significant Not Significant Not Significant Significant Not Significant
Pearson r 0.050 0.066 0.165 0.069 0.265 0.065 0.253
Sig. 0.758 0.684 0.308 0.672 0.098 0.689 0.115
Interpretation Not Significant Not Significant Not Significant Not Significant Not Significant Not Significant Not Significant
Pearson r 0.068 0.121 0.327 0.197 0.099 0.251 0.428
Sig. 0.677 0.457 0.039 0.222 0.543 0.118 0.006
Interpretation Not Significant Not Significant Significant Not Significant Not Significant Not Significant Significant
Pearson r 0.217 0.200 0.156 0.358 0.076 0.239 0.440
Sig. 0.179 0.215 0.336 0.023 0.640 0.138 0.004
Interpretation Not Significant Not Significant Not Significant Significant Not Significant Not Significant Significant
18. When studying the subject, I
often set aside time to discuss
the course material with a group
of students from the class
19. When studying the subject, I
often try to explain the material
to a classmate or a friend
20. If the materials are difficult
to understand, I change the
strategy/way I read the
materials.
17. I try to work with other
students to complete the
assignments
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue VIII August 2025
Page 2416
Statement number 13, “When I study, I set goals for myself in order to direct my activities in each study”,
showed significant relationship with grade in literature (r=0.501, sig.=0.001)
The statement number 14, “I try to change the way I study in order to fit the subjects of course requirements
and teacher’s teaching style was found significantly related to the sex (r=0.326, sig.=0.040) and grade in
literature (r=0.427, sig.=0.006). The statement number 16, “I stop and go back over new information that is not
clear”, was significantly correlated to the number of siblings (r=0.343, sig.=0.030) and grade in literature
(r=0.419, sig.=0.007).
The number 17 statement, “I try to work with other students to complete the assignments”, was found
significantly correlated with the number of siblings (r=0.458, sig.=0.003).
The 19
th
statement,” When studying the subject, I often try to explain the material to a classmate or a friend”,
was significantly correlated to the educational attainment of father (r=0.327, sig.=0.039), and grade in
literature (r=0.428, sig.=0.006).
Lastly, the last statement on metacognitive strategy, “If the materials are difficult to understand, I change the
strategy/way I read the materials’, was found significantly correlated to the educational attainment of the
mother (r=0.358, sig.=0.023), and grade in literature (r=0.440. sig.=0.004).
However, statement number 15 and 18, “Reading with opposite meaning to form an opinion”, and “When
studying the subject, I often set aside time to discuss the course material with a group of students from the
class”, was found not significantly correlated to the socio-demographic profile of the respondents.
It clearly shows how the socio-demographic profile affects the metacognitive strategy of the learners in
understanding literature subject. According to De Beni et al. (2003), older-old adults had poorer working
memory than younger-old poor comprehenders. Age influenced the relationship between reading
comprehension and memory and metacognition.
Sex had been found significantly correlated. This means that girls are keener readers than boys and that a
gender gap in reading enjoyment between boys and girls is a phenomenon corroborated by other studies that
revealed that boys enjoy reading less than girls.
Educational attainment of father and mother shows significant relationship to the metacognitive strategy. It
means that understanding the strategy were higher when their parent shave higher educational level. Children
with parents who are highly educated do better in school and talk often with teachers and become involved in
school. Close communications between parents and teachers can help the learners especially on understanding
the different metacognitive strategy for literature subject.
Also, parents monthly income was found significantly correlated in their metacognitive strategy. Learners
were more motivated when they are financially supported by their parents when it comes to educational
purposes. According to Moneva (2020), the capacity of the parents to provide financially the needs of the
learners in their studies is referred to as parental financial support. Parents need to support their children
financially so that their children will be motivated to learn and go to school regularly. Students should be more
motivated and eager to learn new things as it will be use in their future work.
The number of siblings was also found significantly correlated to the metacognitive strategy. It means that
having a large number of siblings influenced significantly the students’ learning and understanding text. Older
siblings could help their younger brothers/sisters in enriching their understanding of a certain literary text.
The grade in literature was found significantly correlated to almost metacognitive strategies. This implies that
learning the metacognitive strategy is very helpful in understanding literary text. Considering the grades that
the respondents have, all of them passed the subject. However, learners still need to develop all the
metacognitive strategies to have an outstanding grade which is the basis for a total understanding of the
subject.
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue VIII August 2025
Page 2417
This further implies that the profile of the students plays a vital role on learning the basic skills in reading
which are important in comprehending and analyzing the text.
CONCLUSION AND RECOMMENDATION
The findings of this study indicate that the use of metacognitive strategies among students needs significant
improvement to achieve better reading comprehension. Future research should focus on developing an
appropriate metacognitive strategy model for senior high school students and evaluating the effectiveness of
this model. Teachers must recognize the diverse language learning strategies employed by students and
identify which strategies are most effective. By doing so, students can better assess and enhance their
performance, planning the additional work needed to achieve their learning goals.
Systematic guided reading strategies, a teacher-monitored approach, have proven to be highly effective in
developing students’ reading abilities. However, their potential effectiveness can vary due to multiple factors,
including the socio-demographic profiles of students. Teachers should use these strategies effectively rather
than merely viewing them as a fixed activity. When students possess metacognitive awareness, they can reflect
on the practices and processes that aid their understanding and problem-solving (Hornby, 2022). Additionally,
teachers should provide engaging activities for both boys and girls. At home, parents must support their
children's progress by encouraging reading and providing advice on studying. Active parental involvement in
school activities is crucial, as parents significantly influence their child's development.
Close communication between administrators, teachers, and parents can foster better reading habits by guiding
parents on how to support and discipline their children in reading. Integrating metacognitive strategies into the
curriculum can help address the needs and challenges students face in reading.
Educators are encouraged to integrate metacognitive strategies—such as think-alouds, self-monitoring tools,
and reciprocal teaching—into literature instruction while simultaneously adopting culturally responsive and
differentiated approaches that address socio-demographic disparities. By selecting inclusive texts that reflect
learners’ diverse backgrounds, providing equitable access to resources, and scaffolding instruction to meet
varied needs, teachers can foster reflective reading practices that not only enhance comprehension and critical
thinking but also ensure that all students, regardless of their socio-economic or cultural contexts, are
meaningfully engaged in the study of literature.
Learning literature in senior high school is challenging, especially without the necessary skills and strategies. It
is not solely the teacher's responsibility to implement these strategies; it is a collective effort. While it may be
difficult to improve a process without self-awareness, understanding what we are doing in the moment is
crucial for improvement.
“If one of the goals of instruction is to prepare children to be lifelong learners, then it is essential to help
students become aware of themselves as learners and to take control of their own activities.”
REFERENCES
1. Abdelhalim, S. M. (2017). Developing EFL students’ reading comprehension and reading engagement:
Effects of a proposed instructional strategy. Theory and Language Studies, 7(1), 37-48.
2. Channa, M. A., Nordin, Z. S., Siming, I. A., Chandio, A. A., & Koondher, M. A. (2018). Metacognitive
strategies empower students to take control of their learning. Journal of Educational Research and
Practice, 8(1), 45-59.
3. Channa, M., Nordin, Z., & Abbasi, A. (2018). A quantitative research for improving reading
comprehension of first-year engineering students of QUEST, Pakistan through metacognitive
strategies. International Journal of English Linguistics, 8(4).
4. Chen, X., & Whitehead, D. (2020). Socio-economic disparities and metacognitive strategy use in
literature studies. Social Psychology of Education, 23(4), 975-995.
5. Dean, M. (2019). How to use fun reading strategies to keep your students engaged. Retrieved from
https://classcraft.com/Article/December 04, 2019
INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue VIII August 2025
Page 2418
6. De Beni, R., Borella, E., & Lo Presti, S. (2003). Reading comprehension and aging: Does an age-
related difference necessarily mean impairment? Aging Clinical and Experimental Research, 15(1), 67-
76.
7. Fergusson, K. (2017). Why are diagrams so powerful? The draw.io website and blog. Retrieved from
https://drawio-app.com/article/April 17, 2020
8. Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental
inquiry. American Psychologist, 34(10), 906-911.
9. Hilden, K., & Pressley, M. (2018). Metacognitive strategies and self-regulation in learning literature.
Journal of Educational Psychology, 110(2), 244-260.
10. Kelly, B. M. (1957). A questionnaire survey of why, how, and what literature is being taught in the
eleventh and twelfth grades in the state of Washington. All Master’s Theses, 172.
11. Kendeou, P., McMaster, K. L., & Christ, T. J. (2016). Reading comprehension: Core components and
processes. Policy Insights from the Behavioral and Brain Sciences, 3(1), 62-69.
12. Kendeou, P., Van den Broek, P., White, M. J., & Lynch, T. (2019). The role of metacognitive strategies
in enhancing critical thinking and problem-solving skills in literature studies. Educational Psychology
Review, 31(3), 469-491.
13. Lin, S., Chen, Q., & Yang, J. (2020). The impact of socio-demographic factors on the use of
metacognitive strategies among high school students. Journal of Adolescent Research, 35(4), 481-500.
14. Magnusson, C. G., Roe, A., & Blikstad-Balas, M. (2019). To what extent and how are reading
comprehension strategies part of language arts instruction? A study of lower secondary classrooms.
Reading Research Quarterly, 54(2), 187-212.
15. Moneva, J. (2020). Parental financial support and students' motivation in learning. Retrieved from
https://dx.doi.org/10.5296/iss.v8i1.16908
16. Nash-Ditzel, S. (2010). Metacognitive reading strategies can improve self-regulation. Journal of
College Reading and Learning, 40(2), 45-63.
17. Ness, M. (2007). Reading comprehension strategies in secondary content-area classrooms. Phi Delta
Kappan, 89(3), 229-231.
18. Pardede, P. (2017). A review on reading theories and its implications to the teaching of reading.
Retrieved from https://www.researchgate.net/publication/312228081
19. Pintrich, P. R. (2002). The role of metacognitive knowledge in learning, teaching, and assessing.
Theory into Practice, 41(4), 219-225.
20. Pressley, M., & Gaskins, I. W. (2006). Metacognitively competent reading comprehension is
constructively responsive reading: How can such reading be developed in students? Metacognition and
Learning, 1(1), 99-113.
21. Rahmat, N. H., Aripin, N., Razlan, Z., & Khairuddin, Z. (2021). The influence of metacognitive
scaffolding on learning academic writing online. International Journal of Education, 13(3), 48-53.
22. Rahmat, N. H., Arsat, N., Rahman, N. A., & Hassan, R. (2021). Metacognitive strategies in literature
classes: Enhancing students' comprehension and appreciation of literary themes. International Journal
of Educational Psychology, 10(2), 133-151.
23. Ramsa, N. I., & Rawian, R. (2021). A review on systematic guided reading strategies and its
implication on reading comprehension. International Journal of Research in Business and Social
Science, 11(6), 10112.
24. Teng, F. (2020). Teachers' roles in fostering metacognitive strategies in literature education. Teaching
and Teacher Education, 91, 103054.
25. Veenman, M. V. J., Van Hout-Wolters, B. H. A. M., & Afflerbach, P. (2006). Metacognition and
learning: Conceptual and methodological considerations. Metacognition and Learning, 1(1), 3-14.
26. Viloria, M. C. (2011). Building a parent-teacher relationship. The Modern Teacher, 278.
27. Zhang, L., Anderson, R. C., & Nguyen-Jahiel, K. (2019). Effects of metacognitive strategy instruction
on secondary school students' comprehension and retention of literary content. Reading Psychology,
40(3), 229-250.
28. Zohar, A., & Barzilai, S. (2019). Metacognitive instruction in literature classes: Effects on student
engagement and motivation. Metacognition and Learning, 14(1), 111-130.