Metacognitive Reading Skills Practices and Learners’ Critical Reading Performance

Marites M. Gavia; Estrella S. Ferenal

Metacognitive Reading Skills Practices and Learners’ Critical Reading Performance

Author(s)	Ms. Marites M. Gavia, Dr. Estrella S. Ferenal
Country	Philippines
Abstract	Metacognitive reading skills play a vital role in helping learners regulate their comprehension and develop the higher-order thinking skills required for critical reading. This study determined the level of metacognitive reading skills practices and learners’ critical reading performance in selected public districts of the Division of Cagayan de Oro City, School Year 2025–2026. Specifically, it sought to determine the respondents’ level of metacognitive reading skills practices in terms of planning, monitoring, and evaluating; determine the learners’ level of critical reading performance based on identifying authors' bias, distinguishing fact from opinion, drawing conclusions, analyzing arguments, and synthesizing essential information; examine the significant relationship between respondents’ assessment level of their metacognitive reading skills practices and critical reading performance; and identify which metacognitive reading skills practices significantly predict the learners' critical reading performance. The study employed a descriptive-correlational research design involving 180 Grade 7 independent learners selected through stratified sampling. Data were gathered using an adapted and modified from established Metacognitive Reading Skills Practices Questionnaire and a researcher-made Critical Reading Performance Test. Descriptive and inferential statistics were used to analyze the data. The findings revealed that learners generally practiced metacognitive reading skills, with monitoring as the highest mean, while their overall critical reading performance demonstrated limited reading proficiency, although they performed best in synthesizing essential information. The results further showed significant relationships between metacognitive reading skills practices and selected dimensions of critical reading performance. Moreover, monitoring and evaluating significantly predicted learners' critical reading performance, whereas planning did not. The study concludes that strengthening learners' metacognitive monitoring and evaluating skills contributes to improving critical reading performance. It is recommended that teachers should integrate explicit metacognitive reading instruction and provide learning activities that strengthen learners' monitoring and evaluating strategies to enhance critical reading performance.
Keywords	metacognitive reading skills, critical reading performance
Field	Sociology > Education
Published In	Volume 17, Issue 3, July-September 2026
Published On	2026-09-28

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Metacognitive Reading Skills Practices and Learners’ Critical Reading Performance

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