Metacognitive Reading Strategies of Grade 12 HUMSS Students of Davao Doctors College,

Inc. in Reading Comprehension

A Research Presented to the

Senior High School Department
Davao Doctors College, Inc.
Gen. Malvar Street, Davao City

In Partial Fulfillment of the Requirements

For Practical Research 2 Subject
Humanities and Social Sciences
 Armendarez, Jan Kylle
Balasbas, Eza Kristine
Bernabe, Zachary Miguel
Cellacay, Khristine
Daplin, Jhierwin
Garocho, Louiely Kaye
Lovitos, Ryan Benedict
Mendoza, Eiellah

Researchers

September 2019
 CHAPTER 1

INTRODUCTION

This chapter includes the background of the study, statement of the problem, theoretical
framework and data gathered from research presented in the vocabulary enhancement among
senior high school students by means of reading strategies.

Background of the study

In response to international concern over poor reading skills among adolescent learners,
teachers of these students are encouraged to integrate reading comprehension instruction into their
classrooms. To increase the likelihood that reading comprehension strategies are effectively used
in schools, teachers in all content areas need extensive practice using targeted strategies that are
viewed as beneficial in regard to their particular area of expertise. To better understand what
strategies are viewed as beneficial in different content areas, two teacher educators investigated
the preferred reading comprehension strategies of teacher-candidates in Germany and the United
States of America in regard to a variety of different contexts. Using a survey to collect both
quantitative and qualitative data, the researchers were able to identify common preferences among
participants from both countries. While supporting the reported benefits of teaching reading
comprehension strategies, the results of the study also suggested that some of these strategies are
better suited to specific content area instruction than others.

One of the results in a similar study conducted by Ilustre (2011) in the Philippines exposed
that among the reading strategies, only problem solving strategies complement positively with
reading comprehension.

English language instructor of UM Tagum campus complained about their student’s

performance in terms of using the English language as the main language in communication.

Sometimes students commit mistakes for not being capable to follow directions,
understand announcements and guidelines. In an attempt to find solution for this problem to
develop their student’s development in English language, college instructors implement different
procedure in teaching English. Nevertheless, researcher notice that regardless of the procedures
made to minimize the problem on oral and written communication, engaging students in different
English language practices that would improve their oral proficiency, the issue remain unsolved.

Thus, this study aims enhance the reading comprehension of the students especially those
under the Humanities and Social Sciences (HUMSS) strand. Theoretically conducting studies help
the students to know their weaknesses at the same time aiming to enhance in what area they have
a hard time with.
Statement of the Problem

This study aims to determine the reading strategies used by Grade 12 HUMSS students for
reading comprehension. The result of the study will answer the following questions:

1. What is the most and least effective metacognitive reading strategies used by the students
in reading comprehension?

2. Which of the following metacognitive reading strategies is/are most effective in students’
reading comprehension:

2.1 Global reading strategies

2.2 Problem solving reading strategies
2.3 Support reading strategies

Scope and Delimitation

This study is bounded and limited in determining the effective reading strategies used by
the Grade 12 HUMSS students in Davao Doctors College in reading comprehension. The means
and data gathering will be set in a quantitative method, using Schmitt's taxonomy with 39
questions related to most and least used reading strategies. This aims to determine which strategy
for reading works best within the diverse set of students in the HUMSS strand.

Theoretical Framework

Metacognitive Reading Strategy Awareness Theory (Flavell, 1976) states that self-
monitoring and regulation is a key factor when it comes to reading comprehension, as well as
motivate readers to read more and understand written messages. The metacognitive reading
strategy awareness in the process of reading comprehension anchors to the knowledge that we, as
readers, recognize the reading task encountered as well as the strategies that we will utilize to solve
the tasks (Baker & Brown, 1984; Singhal, 2001). In general, the metacognitive reading strategy
awareness in reading is defined as a reader-performed actions such as planning, monitoring or
evaluating the success of a particular learning task. (O’Malley & Chamot, 1994).
Conceptual Framework

The study will use three kinds of reading strategies in determining how effective the
mentioned strategies are in students' reading comprehension.

Metacognitive Reading Reading Comprehension

Strategies:
1. Global Reading
Strategies
2. Problem Solving
Strategies
3. Support Reading
Strategies
 Methodology

This paper aims to explore the reading strategies used by Senior High School students of
Davao Doctors College, Inc. It is a quantitative insight that uses descriptive and analytical method
for collecting data and analysis.

This paper will use items Kouider Mokhtari and Ravi Sheorey’s (2002) Survey of Reading
Strategies with 30 items that corresponds to the students’ used strategies according to their
frequency.

The study will take place in Davao Doctors College, Inc. at General Malvar Street, Davao
City, aiming particularly at the Grade 12 HUMSS students of Davao Doctors College Senior High
School Department.
 11

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