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Metacognitive reading strategies and its relationship with Filipino high school students’ reading proficiency: insights from the PISA 2018 data

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  • Allan B. I. Bernardo

    (De La Salle University)

  • Ma. Joahna Mante-Estacio

    (De La Salle University)

Abstract

Learners’ metacognitive reading strategies support their attempts to draw meaning from texts and to overcome comprehension difficulties. For second language readers, such strategies may compensate for lack of language proficiency while reading. Taking a sample from a country that ranked last in the PISA 2018 reading assessment, this study aims to investigate potential discrepancies in how students evaluate the usefulness of specific reading strategies and how these conceptions are associated with related to the students’ reading proficiency. We explored the association between metacognitive reading strategies with reading proficiency by analysing data from a nationally representative sample of 15-year-old students who participated in the PISA 2018 (N = 6591). Awareness of different reading strategies was compared using repeated measures ANOVA; relationships with reading proficiency were examined using regression analysis. Self-reports on metacognitive reading strategies accounted for a significant portion of the variation in Filipino students’ English reading proficiency, after controlling for SES, sex, and number of books at home. The reading strategies perceived as most useful were not the most strongly associated with reading proficiency, suggesting that students may not be aware of which reading strategies are helpful in learning to read in English. The results indicate variations in the students’ awareness of which strategies aid in their reading comprehension and point to the need to better understand how effective reading strategy instruction is taught to and is engaged by Filipino students in their reading classes.

Suggested Citation

  • Allan B. I. Bernardo & Ma. Joahna Mante-Estacio, 2023. "Metacognitive reading strategies and its relationship with Filipino high school students’ reading proficiency: insights from the PISA 2018 data," Palgrave Communications, Palgrave Macmillan, vol. 10(1), pages 1-9, December.
    • Handle: RePEc:pal:palcom:v:10:y:2023:i:1:d:10.1057_s41599-023-01886-6
    DOI: 10.1057/s41599-023-01886-6
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    References listed on IDEAS

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    1. Joel Meniado, 2016. "Metacognitive Reading Strategies, Motivation, and Reading Comprehension Performance of Saudi EFL Students," English Language Teaching, Canadian Center of Science and Education, vol. 9(3), pages 117-117, March.
    2. Vincenzo Spiezia, 2010. "Does Computer Use Increase Educational Achievements? Student-level Evidence from PISA," OECD Journal: Economic Studies, OECD Publishing, vol. 2010(1), pages 1-22.
    3. Mohammad Reza Ahmadi & Hairul Nizam Ismail & Muhammad Kamarul Kabilan Abdullah, 2013. "The Importance of Metacognitive Reading Strategy Awareness in Reading Comprehension," English Language Teaching, Canadian Center of Science and Education, vol. 6(10), pages 235-235, October.
    4. Allan B. I. Bernardo & Macario O. Cordel & Marissa Ortiz Calleja & Jude Michael M. Teves & Sashmir A. Yap & Unisse C. Chua, 2023. "Profiling low-proficiency science students in the Philippines using machine learning," Palgrave Communications, Palgrave Macmillan, vol. 10(1), pages 1-12, December.
    5. Trinidad, Jose Eos, 2020. "Material resources, school climate, and achievement variations in the Philippines: Insights from PISA 2018," International Journal of Educational Development, Elsevier, vol. 75(C).
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    Cited by:

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    3. Jie Hu & Jingdan Hu, 2024. "The influence of age at first regular digital device access on digital reading performance: the mediating effect of cognitive flexibility," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-18, December.

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