METACOGNITIVE READING STRATEGIES: EXPLORING THE ROLE

OF TECHNOLOGY IN STRATEGY DEPLOYMENT

A Thesis

Presented to
The Faculty of the Laboratory Highschool Department
Abra State Institute of Science and Technology
Bangued Campus, Bangued Abra

In Partial Fulfillment
of the Requirements for the Degree
Senior High school Program
General Academic Strand

Presented by
DIZON, ALYZZA KEITH V.
MASADAO, BEMA ROSELE M.
SEQUERRA, MA. AKISHA ANGELA B.
TIMBREZA, KATHLEEN ANGEL G.

2023-2024
 CERTIFICATION

This thesis entitled METACOGNITIVE READING STRATEGIES:

EXPLORING THE ROLE OF TECHNOLOGY IN STRATEGY

DEPLOYMENT, prepared, and submitted by ALYZZA KEITH V. DIZON,

BEMA ROSELE M. MASADAO, MA. AKISHA ANGELA B. SEQUERRA,

KATHLEEN ANGEL G. TIMBREZA, in partial fulfillment of the requirements

for the degree Senior High School Program-General Academic Strand has been

examined and is hereby recommended for acceptance and approval for Proposal

Oral Defense.

GEE ANN V. VALDEZ

Critic/Adviser

Date Signed:

NOVELYN B. VALERA

Statistician

Date Signed: ___________________

 APPROVAL SHEET

Approved by the Panel of Examiners on Oral Examination with a grade

of___________________.

MARIA CRISTILYN A. MARTINEZ NOVELYN B. VALERA

Panel Member Panel Member

Date Signed: __________________ Date Signed: ________________

IRENE CLAIRE P. HERIDA

Panel Chairman
Date Signed: ___________________
Accepted and approved as a requirement for the program, SENIOR HIGH

SCHOOL- GENERAL ACADEMIC STRAND

GEE- ANN V. VALDEZ

Subject Teacher

Date Signed:

MARIA CRISTILYN A. MARTINEZ, Ph. D.

Chairperson, Laboratory High School Department

Date Signed: ___________________

 ACKNOWLEDGEMENT

First we would like to thanks God in helping and motivate us spiritually

and physically to complete this research paper resulting with extraordinary

outcome; also, we would like thanks our professors guiding us in right path during

our research, and to the Abra State Institute of Science and Technology

community wishing that this research paper may help the students understanding

our given topics.

“"Study hard and prove yourself" – 2 Timothy 2:15

“Education is the most powerful weapon which you can use to change the
world.”
– Nelson Mandela

The Researchers
 DEDICATION

The researchers would like to dedicate this study to their parents, whose

unwavering love and support have been the inspiration to keep going, and to their

friends who have been present through their difficulties, providing emotional

support and encouragement.

Additionally, they extend their dedication to their teachers who guided

them during the research, and to the respondents who played a crucial role in the

study.

Furthermore, the research leader would like to express gratitude to

SEVENTEEN, her light and hope. She continues to draw strength from them,

with their presence, music, and motivational words throughout the research

journey. SEVENTEEN has been her constant source of inspiration. Always; say

the name.

Lastly, the research leader would like to show appreciation to her

groupmates who have always been assisting her when she needed and provide

continuous encouragement. Though they may be separated by career paths in the

future, this research study is proof of their ability to work together and uplift one

another.

Alyzza Keith
Bema Rosele
 Ma Akisha Angela
Kathleen Angel

ABSTRACT

This study was undertaken to determine the metacognitive reading

strategies and exploring the role of technology in strategy deployment of the

senior high school students of ASIST Bangued campus who were enrolled during

the school year 2023-2024. Metacognitive reading strategies were measured by

expressing the respondent’s feeling towards the different indicators revealing their

metacognitive reading strategies during their studies. The role of technology in

strategy deployment has been investigated using students' opinions of how

technology supports their reading habits. There were 50 respondents of the study

which comprised 19 males and 31 females taken as the totally enumerated

population. Descriptive-correlation methods of investigation were applied in the

study. An original checklist was used to obtained and measure the level of reading

materials exposure of the senior high school students. To calculate the level of

reading materials exposure of the senior high school students, the researchers

calculated their answers in the questionnaire and computed the total mean of the

items they responded to. The researchers asked permission from the principal of

the ASIST Laboratory High School to conduct their study, upon approval; the

researchers administered their metacognitive reading strategies and the role of

technology in strategy deployment check list to the senior high school students.

The data gathered in this study were analyzed using the weighted mean and

bivariate analysis to which the level of significance was set at 0.558 level of

significance. The reading materials used by the senior high school student with an

overall mean rating of 2.69 with a descriptive rating shows as “ Sometimes”,

They sometimes use the reading materials that is provided. The level of reading

materials exposure with an overall mean rating of 3.81 with a descriptive rating

shows as “Very Exposed”, They have a good reading materials exposure.

Metacognitive reading strategy have an overall mean rating of 3.88 with a

descriptive rating of “Agree” it shows that the senior high school students have a

positive attitude towards using metacognitive reading strategies. The role of

technology in strategy deployment was also positively viewed by the students,

with an overall mean rating of 3.89 and a descriptive rating of "Agree." There is a

significant relationship between metacognitive reading strategies and the role of

technology in strategy deployment. Senior high school students showed positive

engagement with metacognitive reading strategies, including setting reading goals

and monitoring comprehension. However, areas for improvement were identified

in using context clues for vocabulary and critically analyzing written works. The

role of technology in strategy deployment is dependent on metacognitive reading

strategies of the students. Therefore, the recommendations derived by the

researchers are following: students should prioritize maintaining good reading

habits in order to improve communication and learning skills. They need to make

sure they spend time with reliable and interesting information from trustworthy

sources to avoid misinformation, understand the content, and select reading

materials relevant to their future careers and studies. Promote reading groups or

book clubs to the students to deepen understanding and explore diverse

perspective to a certain topic. Use reading materials such as e-books, graphic

novels/ comics, dictionary to nurture a habit of consistent reading. Although

students have a good level of reading materials exposure, respondents must

improve their utilization of context clues for vocabulary and their interpretation of

texts. Further study must be conducted to corroborate the finding of the study.

Higher their metacognitive reading strategies the higher their level of reading

materials exposure.
 TABLE OF CONTENTS
PRELIMINARIES

Pages

TITLE PAGES......................................................................................................................i

CERTIFICATION................................................................................................................ii

APPROVAL SHEET..........................................................................................................iii

ACKNOWLEDGEMENT..................................................................................................iv

DEDICATION.....................................................................................................................v

ABSTRACT.......................................................................................................................vi

TABLE OF CONTENTS....................................................................................................ix

CHAPTERS

I- THE PROBLEM............................................................................................................1

Background of the Study......................................................................................1

Theoretical Framework........................................................................................5

Conceptual Framework......................................................................................11

Statement of the Problem...................................................................................12

Hypothesis..........................................................................................................12

II- DESIGN AND METHODOLOGY...........................................................................13

Research Design.................................................................................................13

Population and Locale of the Study...................................................................13

Data Gathering of Instruments...........................................................................14

Data Gathering Procedure..................................................................................14

Statistical Treatment of Data..............................................................................15

III- PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA.............16

IV- SUMMARY, FINDINGS, CONCLUSION, AND RECOMMENDATIONS......32

SUMMARY.......................................................................................................32

FINDINGS.........................................................................................................33

CONCLUSION..................................................................................................35

RECOMMENDATION......................................................................................36

REFERENCES................................................................................................................38

APPENDICES..................................................................................................................51

SURVEY QUESTIONNAIRE........................................................................................55

CURRICULUM VITAE..................................................................................................60
 CHAPTER I

THE PROBLEM

Background of the Study

Metacognitive is the process of thinking about our thinking and

identifying when we are having difficulty grasping an idea or topic. Many

students lack the reading methods needed to interpret complicated materials.

Senior high school students also benefit from reading strategies to increase their

reading comprehension, one reason senior high school students should develop

metacognitive awareness and reading strategies is to improve their study habits.

Reading is essential in our everyday lives, whether for academic or

personal reasons. It allows us to gain knowledge and expand our understanding.

However, the ability to read effectively and efficiently is not an ability that

everyone is born with because numerous students struggle with comprehending

and retaining information while reading. Using reading strategies is important for

senior high school students since it enhances their reading comprehension and

experience of a text.

Senior high school students can not only improve their analytical skills

but also develop their critical thinking and reading comprehension. Some students

cannot comprehend the whole meaning of a text when it has a long paragraph and
a lot of unfamiliar words, since comprehension is a difficult process that requires

background knowledge.

To learn a new language, learners need to develop basic skills including

reading. Reading is a receptive skill which enables learners to acquire more

information regarding a new language (Al Sobaihi, 2020). It is a very mindful and

elaborate process (Singh, 2017), as learners need to actively think to decode and

comprehend words and the message of a text (Rahman, 2020a, 2020b). This

activity can be challenging (Andriani & Mbato, 2021), as learners not only need

to translate new words from the target language but also understand the content of

the passage at the same time.

Metacognitive reading strategies are the techniques and procedures that

readers employ to monitor their comprehension, regulate their reading, and

evaluate their understanding of the text. These strategies require the reader to be

aware of their own thinking and learning processes, set reading goals, choose

appropriate reading strategies, and provide feedback on their reading

performance. Because metacognitive reading strategies allow students to fully

connect with the text, form connections, and expand upon past knowledge, their

use has been associated with enhanced reading comprehension.

 Metacognitive strategies are strategies used by the person before, during,

and after reading to make the reader aware of his or her own reading process.

Metacognitive awareness about reading facilitates students to monitor and control

their reading processes, thus allowing them to organize reading processes. In

other words, the student to follow the process of reading, reading for the purpose

of self-evaluation in terms of this direction to determine the lack of editing of the

reading process, if necessary, re-reading, can be considered an indicator of his or

her upper cognitive awareness (Çöğmen & Saracaloğlu, 2010, p. 92; Öztürk,

2012, p. 293; Dilci & Babacan, 2011, p. 51; Chechen & Alver, 2011, p. 43).

Technology has become an essential part of our lives, and it has changed

the way we read and learn. With the increased availability of digital devices and

internet services, readers may now access a variety of information at any time.

This has impacted not only the way we consume information but also the way we

approach learning and reading. Technology has the potential to improve the

deployment of metacognitive reading strategies in a variety of ways.

For first of all, technology allows users to access a wider range of reading

materials, such as digital texts, audiobooks, and interactive e-books. This helps

readers to have a more personalized reading experience by selecting texts that are

suitable to their interests and reading levels. This can encourage readers to

interact with the text and use metacognitive reading strategies to comprehend the

material.
 Second, technology can provide readers with various kinds of tools and

resources to help them use metacognitive reading strategies. For example, digital

annotation tools enable readers to highlight and take notes while reading, which

can help with monitoring and comprehension. Online dictionaries and translation

tools can also help readers understand foreign terms and concepts, which is an

important part of metacognitive strategy use.

Furthermore, technology can provide readers with real-time feedback on

their reading abilities. Online reading programs and applications can monitor a

reader's progress and offer specific suggestions for development. This feedback

can help readers reflect on their reading process and identify areas for

improvement, resulting in better use of metacognitive reading strategies.

Research indicates that technology has the potential to improve student

achievement, on task behavior, and motivation for learning (Lewis, 2005).

Therefore, integrating technology in language teaching and especially in reading

has increased. Many researches have been done concerning pros and cons of the

delivery of the reading in online and offline format. In Castek, Zawilinski,

McVerry, O’Byrne, and Leu (2011)’s study, students who are not good at print

reading, surprisingly, read well in online learning context.

Theoretical Framework

The researchers read materials which are connected to the present study.

These materials served as guides to the researchers and the conduct of their study.

According to O’Malley and Chamot (1990), most investigations on

metacognitive reading strategy awareness in both L1 and L2 contexts has

emphasized on clarifying and categorizing the metacognitive reading strategies

that proficient readers employ in comparison to less-proficient readers. In the case

of metacognitive reading strategy awareness, research on second language and

foreign language reading strategies has largely been utilized by research done in

L1 reading contexts with the majority of the participants were primary grades or

remedial students (Grabe, 1991).

Given the differences in language learners and contexts, it is acceptable to

ask the validity of using L1 reading research as a starting point of inquiry into L2

reading strategy use. A major concern is the reasonable question of the extent to

which less proficient L1 readers are equivalent to less-proficient L2 readers

(Grabe, 1991).

In other words, to the influence of a learner’s first language and literacy,

his/her second language proficiency needs to be taken into consideration.

Moreover, one cannot neglect that reading is a cognitively learned process for L1

readers, as it is of course for L2 readers as well. For that reason, L2 based

research has relied so much on previous L1 work. There are several reasons that

L1 reading strategy studies that are relevant to L2 reading (O’Malley & Chamot,

1990).

Metacognitive reading strategy awareness is higher order performance

element that entails planning for learning, monitoring, clarifying and remediation

causes of comprehension failure or evaluating the success of a learning activity;

that is, the strategies of ‘self-planning’, ‘self-monitoring’, ‘self-regulating’, ‘self-

questioning’ and ‘self-reflecting’ (Pressley & Afflerbach, 1995). Between the two

categories of reading strategies there is no difference because of the

interchangeability in action (Brown, 1987).

Metacognitive reading strategies indicate on cognition and provide

planning, monitoring, and evaluating that take place before, during, and after

reading (Veenman, Van Hout-Wolters, & Afflerbach, 2006).

In other words, cognitive strategies are related to integrating new material

with background information and learners use to acquire, learn, remember,

recognize the material while reading include rehearsal, elaboration, and

organizational strategies”. Cognitive strategies are important to perform a task,

while metacognitive reading strategy awareness is necessary to recognize how the

task has been performed (Schraw, 1998), as they include both the awareness and

the conscious control of one’s leaning.

 Metacognitive reading strategies are of interest not only for what they

indicate about the ways readers arrange their interaction with the text, but also for

how the use of strategies is related to effective reading comprehension. One of the

most important factors that need to be emphasized while reading is metacognitive

reading strategy awareness which facilitate reading comprehension and would

foster EFL/ESL learning (Mokharti & Reichard, 2002).

www.ccsenet.org/elt English Language Teaching Vol. 6, No. 10; 2013 241

Recent researchers stressed in the area of reading comprehension which have

been increasing emphasis on the role of metacognitive reading strategy

awareness, and has been defined as the perceived use of reading strategies while

reading (Flavell, 1979; Pressley, 2000).

The Importance of Metacognitive Reading Strategy Awareness in Reading

Comprehension (Mohammad Reza Ahmadi1, Hairul Nizam Ismail1 &

Muhammad Kamarul Kabilan Abdullah1 2013)

Metacognitive reading strategies refers to learners’ knowledge of their

reading processes, and in particular, the self-controlled techniques they use while

monitoring their reading comprehension (Ahmadi et al. 2013; Mokhtari and

Reichard 2002). Research has consistently shown that metacognitive reading

strategies differentiates highly proficient readers from less skilled ones (Mohseni

et al. 2020; Pinninti 2016; Sheikh et al. 2019)

 According to Muhid et al. (2020), a study on the impact of metacognitive

strategies on students’ reading comprehension found a positive effect on students’

reading abilities. By implementing metacognitive reading strategies in the reading

process, the students will gain strategic competence and become strategic readers.

Strategic readers can organize, monitor, and evaluate their reading performance

according to their involvement in practicing metacognitive strategies.

With the growth of technology and its incorporation in L2 classrooms,

many students read texts online. In fact, reading is one of the most important

means of obtaining information for many students (Anderson, 2003).

In the past, students had to read only printed texts on a subject matter to

learn it. Nowadays, reading online has become one of the widely used sources of

knowledge for learners, especially those in the academic contexts (Zarrabi, 2015).

Lin, Liu, and Kinshuk (2015) stated that there is a need to use and apply e-

Book to support the classroom learning process. e-Book is a transitional textbook

published in electronic form and not printed on paper (Daradkeh, Selimi, &

Gouveia, 2012).

Browne and Mary (2012) stated that e-Book is not only a transition from

printed to digital books, but also equipped with additional features that can

support learning activities, so that they can improve student’s learning outcomes

(Akpokodje & Ukwuoma, 2016; Suyatna, 2020; Tsai, Lin, & Lin, 2017).
 “Context clues are very important for broadly comprehending text as well

as for specifically learning new words” (Flanigan & Greenwood,2007, p. 249).

In order for context clues to aide reading comprehension educators must

model how to figure out familiar and unfamiliar words. For educators this means

teaching students the words that are relevant in the text and teaching the words

that do not have direct connections using context clues. Vocabulary and reading

comprehension go hand in hand and when paired together correctly using context

clues, this tool is beneficial to many students (Robb, 2015).

Technology has evolved so much over the last decade and it is making its

way into classrooms all over the world. When technology is implemented

correctly, it can enhance many aspects of curriculum (Edutopia Team, 2008).

Using technology in the classroom can be very beneficial to increasing

reading comprehension. Technology is effective when it is embedded in the

curriculum and is routine in classrooms. Many technology avenues today are

made to enhance students learning abilities, extend their learning, or support their

learning (Edutopia Team, 2008)

With the increase of technological tools, the use of them in the field of

education has become a necessity. This has also changed the way of teachers’ and

students’ use of print and online materials. Most of the previous literature has
focused on the perceptions and preferences of print and online sources (Liu, 2006;

Lin, 2014).

Metacognitive reading strategies are crucial for improving reading

comprehension and becoming a more efficient and effective reader. By exploring

the role of technology in strategy deployment, we can gain a better understanding

of how it can be utilized to support students' reading comprehension and improve

their overall academic success.

Conceptual Framework

In this study, the researcher will be guided by the paradigm below:

Independent Variable Dependent Variable

METACOGNITIVE READING EXPLORING THE ROLE OF

STRATEGIES TECHNOLOGY IN STRATEGY
DEPLOYMENT

Figure 1. Research Paradigm

The paradigm shows the relationship of the independent variable and

dependent variable. Under Independent variable, this dealt on the metacognitive

reading strategies and their relationship on exploring the role of technology in

strategy deployment (dependent) by the senior high school students

Statement of the Problem

This study aims to investigate the metacognitive awareness and reading

strategies employed by the senior high school students, as these remain critical

factors in academic success and lifelong learning.

Despite the importance of metacognition and effective reading strategies,

there is a need to address the following questions regarding senior high school

students:

1. What are the reading materials that the senior high school students

exposed into?

2. What is the level of exposure to reading materials among senior high

school students?

3. What are the metacognitive reading strategies that the senior high school

used?

4. Is there a significant relationship between metacognitive reading strategies

and the role of technology in strategy deployment?

Hypothesis

There is a significant relationship between metacognitive reading strategies

and the role of technology in strategy deployment.

 CHAPTER II

DESIGN AND METHODOLOGY

This chapter presents the research design, population and locale of the study,

data collection of instruments, data gathering procedure, and statistical treatment

of the data.

Research Design

This study used the descriptive-correlation method of investigation.

Descriptive because it will describe the level of metacognitive reading

strategies exposure among senior high school students and it also investigates

the current status of their metacognitive reading strategies.

Correlation is to be employed in establishing the relationship between the

metacognitive reading strategies and the role of technology in strategy

deployment.

Population and Locale of the Study

The senior high school students of Abra State Institute of Sciences and

Technology Bangued Campus for the school year 2023-2024. There will be a total

of 50 respondents comprising of 31 females and 19 males. The following table

summarizes the population of the study.

 Table 1

Population of the Study

Gender Frequency (f) Percentage (%)

Male 19 38%

Female 31 62%

Total 50 100%

Data Gathering of Instruments

The Data gathering instrument that was used in the study are the

following.

A researcher-made survey questionnaire measured how often they used the

reading materials provided below, the level of their exposure to the reading

materials, what metacognitive reading strategies they were using, and lastly, the

role of technology in metacognitive reading strategy. The questionnaire has three

parts: the first part consists of ten reading materials and how often they use them;

the second part has fifteen items that will identify their level of exposure to the

reading materials; and the third part consists of twenty items that mention their

use of metacognitive reading strategies and the role of technology in strategy

deployment.
Data Gathering Procedure

The researchers asked for help of validators to validate the survey

questionnaire to ensure its validity and reliability. Once the survey

questionnaire was validated, The researchers asked permission from the

chairperson of the Laboratory High School upon approval. The researchers

floated the survey questionnaires to the senior high school students. Retrieval,

tallying, analyzing, and interpreting the results of the survey was done by the

researchers

Statistical Treatment of Data

1. Weighted Mean was utilized to describe the metacognitive reading

strategies and the role of technology in strategy deployment by the

respondents. It was also used to determine the level of reading materials that

the senior high school exposed into.

2. Bivariate Analysis (r) was used to establish if there is significant

relationship between metacognitive reading strategies and the role of

technology in strategy deployment.

 CHAPTER III

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter focuses on the presentation, analysis, and interpretation of the

data that were gathered from senior high school students of the ASIST Bangued,

Campus that gave answers to the questions raised in this study. The presentation

of the result was done in tabular and in textual forms.

Descriptive correlation analyses were drawn from the computed data.

The following were findings of the study:

Problem 1. What are the reading materials that the senior high school

students used?

Table 1 provides mean scores for the responses of the senior high school

students with regards to their reading materials used. The norms are as follows:

Weight/Scale Mean Range Descriptive Rating

5 4.20- 5.00 Always

4 3.40- 4.19 Often

3 2.60- 3.39 Sometimes

2 1.80- 2.59 Rarely

1 1.00- 1.79 Never

Table 1. Reading Materials That the Senior High School Students Used

I. Reading Materials that the Senior High School Mean Descriptive Rating

Students Used (DR)

1. E-Book (ex. Harry Potter) 2.94 Sometimes

2. Magazines (ex.National Geographic) 2.66 Sometimes

3. Newspaper (ex. The New York Times) 2.34 Rarely

4. Graphic Novels/Comics (Example: Batman) 3.04 Sometimes

5. Encyclopedia (Example: Encyclopedia 2.42 Rarely

Britannica)

6. Biographies (Ex. Steve Jobs by Walter Isaacson) 2.40 Rarely

7. Poetry Collections (Example: "The Collected 2.50 Rarely

Poems of Langston Hughes")

8. Dictionaries (Example: Merriam-Webster 3.04 Sometimes

Dictionary)

9. Educational Websites (Example: Khan Academy) 2.72 Sometimes

10. Novels (Example: "To Kill a Mockingbird" by 2.84 Sometimes

Harper Lee)

Total 2.69 Sometimes

 Table 1 shows the reading materials used by the senior high school

students. It reveals that the highest mean rating of 3.04 on the statement 4 “

Graphic Novels/Comics (Example: Batman)” and statement 8 “Dictionaries

(Example: Merriam-Webster Dictionary)” with a descriptive rating of

“Sometimes”, The two reading materials used by the senior high school students

find graphic novels and dictionaries to be quite useful or enjoyable. This could

imply that these resources are effective in engaging students or aiding their

learning in some way. The combination of text and images in graphic novels/

comics can help students understand complex information and subtle nuances of a

story better than text alone. This is particularly beneficial for students with

learning differences or those who are learning English as second language.

Dictionaries are crucial for everyone since we are always discovering a

word that is new to us but students do not consistently use dictionaries for their

reading needs., we always need dictionary so we can find the meaning of the new

word we discovered and it can help us widen our knowledge.

Meanwhile, table 1 statement 3, “Newspaper” has the lowest mean rating

of 2.34 and a descriptive rating of “Rarely”. The lowest mean rating of 2.34

indicates that senior high school students do not frequently utilize newspapers.

This may indicate that the senior high school students are less interested in

traditional print media or have a preference for alternative information sources.

 The overall mean rating of reading materials used by the senior high

school students has the overall mean rating of 2.69 with a descriptive rating of

“Sometimes”.

It reveals that students find e-books, graphic novels/comics, dictionaries,

and novels to be more engaging and useful than other materials. However, the

'sometimes' descriptive rating for these materials suggests that students do not

consistently use them for their reading needs. To encourage students to read more

regularly and improve their reading habits, educators should consider

incorporating these materials into their curriculum and promoting their use among

students.

Weight/ Scale Mean Range Descriptive Rating

5 4.20-5.00 Very Highly Exposed

4 3.40- 4.19 Very Exposed

3 2.60- 3.39 Moderately Exposed

2 1.80- 2.59 Slightly Exposed

1 1.00-1.79 Not Exposed

Problem 2. What is the level of exposure to reading materials among

senior high school students?

Table 2 provides mean scores for the responses of the senior high school

students with regards to their reading materials exposure. The norms are as

follows:
 Table 2. Reading Materials Exposure among senior high school students

II. Reading Materials Exposure Mea Descriptive

n Rating
1. I prefer reading physical textbooks or e-books. 3.72 Very
Exposed
2. I find interesting to understand the verbal used in 3.78 Very
academic journals. Ex. Research paper, documentaries, Exposed
business letters, and news websites and flatforms.
3. I prefer to use cellular phone in browsing to explore 3.74 Very
academic websites or trustworthy news outlets for Exposed
reliable information.
4. I think reading has helped me in improving my 4.18 Very
language and communication skills. Exposed
5. I participated in a book club or reading group. 3.46 Very
Exposed
6. I think the reading materials supplied in school are 3.82 Very
broad enough to fit a variety of interests and learning Exposed
styles.
7. I can clearly more understand text subjects reading in 3.82 Very
web using technological devices such as cellular phones Exposed
or computers.
8. I can see the text more clearly using technological 3.80 Very
devices such as cellular phones or computers due to Exposed
vision adjustment of devices.
9. I can easily search interesting news articles of the 4.02 Very
day, using technological devices such as cellular phones Exposed
or computers.
10. Its more accessible to a variety of reading materials, 3.82 Very
such as books, and articles like Philippine Daily Exposed
Inquirer, Manga, Wikipedia, CNN, Holly Bible, and
Meriam Webster Dictionary.
11. I often discuss what I have read with others. 3.70 Very
Exposed
12. I actively seek out new reading materials to expand 3.82 Very
my knowledge. Exposed
13. I use social media platforms to discover new reading 3.84 Very
materials. Exposed
14. I prefer reading materials that are relevant to my 3.82 Very
personal or professional interests. Exposed
15. I find reading to be a relaxing and enjoyable activity. 3.82 Very
Exposed
Total 3.81 Very
Exposed

Table 2 shows the level of exposure of the senior high school students.

It reveals that the highest mean rating of 4.18 on the statement 4 “I think

reading has helped me in improving my language and communication skills.”

With a descriptive rating of “ Very Exposed” it means that the students are very

exposed in reading and it helps them improve their language and enhances their

communication skills. It implies that the individual believes their reading habits

have contributed to some kind of language and communication ability

improvement. This skill is crucial for effective communication, as it helps you

grasp and respond to the messages conveyed by others.

Meanwhile, it was also found that the lowest mean rating was 3.46 on the

statement 5 “I participated in a book club or reading group” with a descriptive

rating of “Very Exposed” This indicates that the senior high school students are

very exposed in participating in a book club or reading group even though this

was the lowest score, it still shows a high level of participation.

 The overall mean of the reading material exposure, with a mean rating of

3.81 and a descriptive rating of “Very Exposed” It means that students have a

positive attitude towards reading. Students not only find reading enjoyable but

also beneficial, particularly in enhancing language and communication skills.

They like to read in a variety of formats, including digital news websites,

academic journals and traditional textbooks as well as E-books and Graphic

Novels. .

Research consistently shows that students are more engaged and

motivated when reading materials related to their personal or career interests

(Emans, 1967; Dollinger, 2016; Holmes, 2018).

Weight/ Scale Mean Range Descriptive Rating

5 4.20-5.00 Strongly Agree

4 3.40- 4.19 Agree

3 2.60- 3.39 Neutral

2 1.80- 2.59 Disagree

1 1.00-1.79 Strongly Disagree

This is because such materials are more enjoyable and meaningful, leading

to better understanding and retention (Emans, 1967; Holmes, 2018). Additionally,

reading about their interests can help students develop a sense of independence

and confidence in their abilities (Dollinger, 2016). However, it is important to

note that students' reading preferences can be influenced by a variety of factors,

 including the availability of materials and their personal circumstances (Hussain,

2011).

Problem 3. What are the metacognitive reading strategies that the

senior high school used?

Table 3 provides mean scores for the responses of the senior high school students

with regards to their metacognitive reading strategies. The norms are as follows:

Table 3. Metacognitive Reading Strategies that the senior high school students

used.

III. Metacognitive Reading Strategies Mean Descriptive

Rating (DR)
1. I set specific reading goals before beginning a text. 3.90 Agree
2. I preview the text before reading it in detail. 3.88 Agree
3. I make connections between new information and my 3.90 Agree
prior knowledge.
4. I question while reading to clarify any doubts. 3.82 Agree
5. I take notes while reading to summarize important 3.96 Agree
information.
6. I use context clues to understand unfamiliar words. 3.74 Agree
7.I use reading strategies such as skimming and scanning 3.84 Agree
when necessary.
8. I self-correct when I realize I am not understanding the 3.82 Agree
text.
9. I seek help from a teacher or peer when I encounter 3.80 Agree
difficulties in understanding the text.
10. I reflect on my reading experience and evaluate my 3.78 Agree
comprehension after finishing the text.
11. When text becomes difficult, I use engine search such as 4.00 Agree
dictionary to understand the meaning of what is meaning
text subject.
12. I attentively examine and evaluate the information 3.74 Agree
provided in the book.
13. When I come across conflicting information, I double- 3.98 Agree
check how well I understand it.
14. I analyze to see if my assumptions about the text were 3.84 Agree
correct or incorrect.
15. I take a little break get some fresh air, food, or water to 4.08 Agree
regain my focus in reading specially in reviewing for exam.
16. I read slowly but carefully to be sure I understand what I 4.10 Agree
am reading.
17. I go back and forth in the text to find relationships 3.76 Agree
among ideas in it.
18. I use search engine to locate more interesting and 3.86 Agree
reliable information to read like Google search and Bing
search.
19. I discuss what I read with others to check my 3.82 Agree
understanding.
20. I underline or circle information in the text to help me 3.98 Agree
remember it.
Total 3.88 Agree

Table 3 shows the metacognitive reading strategies that the senior high

school students used. It reveals that the statement 16“I read slowly but carefully

to be sure I understand what I am reading.” has the highest mean rating of 4.10

and Descriptive rating of “Agree”. Students understand the need to read slowly

and carefully in order to fully comprehend a topic. They are willing to put in the

time and effort to achieve that goal, showing a careful and deliberate reading

approach that is likely to enhance their overall comprehension and retention of

material. This strategy allows students to focus on details and connect different
portions of the text, improving their comprehension and recall of information.

This shows a good metacognitive understanding of their reading process.

Meanwhile, there are two items sharing the lowest mean rating, found at

3.74 in statements 6 and 12.

The first item, statement 6, "I use context clues to understand unfamiliar

words," even though the descriptive rating is “Agree," shows that most of the

senior high school students do not rely on context clues when encountering

unfamiliar words. For students who come across unfamiliar words, context clues

are essential since they offer helpful clues on the meaning of those words. By

using context clues to make informed guesses about the meanings of unfamiliar

terms, students who may struggle with vocabulary can improve their

comprehension skills. Students who are skilled in using context clues will be able

to figure out terms from reading materials on their own, which is an essential

ability for success in any kind of subjects. Context clues are essential for students

to understand unfamiliar words; if they are not used, they may struggle to

comprehend the material, resulting in frustration or loss of interest.

The second item, statement 12, "I attentively examine and evaluate the

information provided in the book," also has a descriptive rating of “Agree.”

Student carefully read and analyze information in books is essential. It provides a

deeper comprehension of the topics, improves comprehension, and helps in the

development of critical thinking abilities. In addition, it develops the skill of

identifying reliable sources from false information, which is very useful in both

academic and practical settings.

Overall, the total mean rating of the metacognitive reading strategies that

the senior high school used is 3.88 and a descriptive rating of Agree. It implies

that students are actively engaged in reflecting on their own learning styles,

strengths, and areas for improvement, which can lead to more effective reading

comprehension of material.

In the second stage of metacognitive reading, the student monitors the

validity of their estimates and reads according to the reading plan, and asks them

questions to see how much they understand when they read it and to see their

communication with the text. In this process where the realization rate of

understanding is noticed by paying attention to the structure of the text, good

readers control the understanding process at the time of reading and intensify their

attention at important points in order to realize the understanding, connects their

predictions to the results appropriate to the text, and tries to analyze the complex

expressions (Özbay & Bahar, 2012, p 169).

 Problem 4. Is there a significant relationship between metacognitive

reading strategies and the role of technology in strategy deployment?

Table 4. The Role of Technology in Metacognitive Reading Strategy Deployment

IV. Exploring the Role of Technology in Metacognitive Mean Descriptive

Reading Strategy Deployment Rating (DR)
1. I think over usage of social media has affected my 3.78 Agree
reading skills dealing with the light radiations affecting my
vision.
2. I used any specific apps, tools, or software to support 3.92 Agree
metacognitive reading strategies.
3. I prefer the use of technology such as cellular phones or 3.76 Agree
computers for deploying metacognitive reading strategies.
4. I believe technology enhances my ability to apply 3.88 Agree
metacognitive reading strategies.
5. I find it easier or more challenging to focus on reading 3.90 Agree
when using digital devices.
6. I actively adapt my reading strategies based on the 3.80 Agree
technology I use.
7. Fast communication via cellular phones and computers 4.08 Agree
in easily received and sent messages or information from
other devices. Like Gmail, Hotmail, yahoo mail Facebook
messenger and text messages etc.
8. The internet web helps me to gather information during 3.90 Agree
research, exams reviewer and other information that helps
me to solve problems.
9. I use technology to enhance my reading experience. 3.82 Agree
10. I think technology has made it easier for me to access 4.02 Agree
reading materials.
11. It helps a lot in educational purposes in exploring the 4.06 Agree
vast of information of worldwide web like the students
who are gathering information in studying.
12. I think technology can assist in developing critical 3.92 Agree
thinking skills while reading.
13.Technology make reading more interesting and 3.78 Agree
interactive?
14. I agree that technology has made it easier to access a 3.86 Agree
wide range of reading materials.
15. I believe that technology can promote independent and 3.92 Agree
self-directed learning.
 Total 3.89 Agree

Table 4 shows the role of technology in metacognitive reading strategy

deployment. It reveals that the highest mean rating on the statement 7 “Fast

communication via cellular phones and computers in easily received and sent

messages or information from other devices. Like Gmail, Hotmail, Yahoo Mail,

Facebook Messenger, text messages, etc.,” with a mean rating of 4.08 and a

descriptive rating of “Agree,” technology has greatly improved the speed and

efficiency of communication. With the rise of various messaging platforms such

as Gmail, Hotmail, and Facebook Messenger, students can easily receive and send

messages or information from anywhere in the world. This has made it easier to

stay connected with friends, family, and colleagues, regardless of distance.

Moreover, the use of text messages has further enhanced the speed of

communication, making it possible to send and receive information in real-time.

Meanwhile, table 4 statement 3, "I prefer the use of technology such as

cellular phones or computers for deploying metacognitive reading strategies," has

the lowest mean rating of 3.76 with a descriptive rating of “Agree.” Even though

it has the lowest mean rating, students understand that the use of technology such

as cellular phones or computers students can improve their reading experience by

using a range of technological resources, including note-taking apps, online

dictionaries, e-books, and annotation tools. Technology also makes it easier to

manage and find information, which helps students monitor of their progress and

assess their understanding while reading. Technology also often provides

interesting and engaging tools that might encourage deeper thought and thinking,

which makes it easier to create and use metacognitive reading techniques. These

tools assist with setting reading goals, tracking progress, and improving

comprehension, creating a more organized method.

As a whole, Table 4 showed the total mean of 3.89 and a descriptive rating

of “Agree”. Technology can indeed play a significant role in enhancing reading

strategy deployment, providing students with tools and resources to better

interpret texts and engage with content. It offers various interactive and

multimedia options that serve to different learning styles and preferences,

ultimately enriching the reading experience and facilitating deeper understanding.

The study found

that students used
global reading
strategies the most
in reading online
texts followed by
problem solving and
support strategies
(Ostovar-Namaghi &
Noghabi, 2014). This
demonstrated that
students had
a purpose in mind
when reading online
texts because
global reading
strategies entails
planning their
reading, previewing
the text, and
predicting about the
texts. Hence, makes
readers become
more focused and
active readers.
The study found
that students used
global reading
strategies the most
in reading online
texts followed by
problem solving and
support strategies
(Ostovar-Namaghi &
Noghabi, 2014). This
demonstrated that
students had
a purpose in mind
when reading online
texts because
global reading
strategies entails
planning their
reading, previewing
the text, and
predicting about the
texts. Hence, makes
readers become
more focused and
active readers.
The study found
that students used
global reading
strategies the most
in reading online
texts followed by
problem solving and
support strategies
(Ostovar-Namaghi &
Noghabi, 2014). This
demonstrated that
students had
a purpose in mind
when reading online
texts because
global reading
strategies entails
planning their
reading, previewing
the text, and
predicting about the
texts. Hence, makes
readers become
more focused and
active readers.
The study found
that students used
global reading
strategies the most
in reading online
texts followed by
problem solving and
support strategies
(Ostovar-Namaghi &
Noghabi, 2014). This
demonstrated that
students had
a purpose in mind
when reading online
texts because
global reading
strategies entails
planning their
reading, previewing
the text, and
predicting about the
texts. Hence, makes
readers become
more focused and
active readers
The study found
that students used
global reading
strategies the most
in reading online
texts followed by
problem solving and
support strategies
(Ostovar-Namaghi &
Noghabi, 2014). This
demonstrated that
students had
a purpose in mind
when reading online
texts because
global reading
strategies entails
planning their
reading, previewing
the text, and
predicting about the
texts. Hence, makes
readers become
more focused and
active readers
The study found
that students used
global reading
strategies the most
in reading online
texts followed by
problem solving and
support strategies
(Ostovar-Namaghi &
Noghabi, 2014). This
demonstrated that
students had
a purpose in mind
when reading online
texts because
global reading
strategies entails
planning their
reading, previewing
the text, and
predicting about the
texts. Hence, makes
readers become
more focused and
active readers
The study found
that students used
global reading
strategies the most
in reading online
texts followed by
problem solving and
support strategies
(Ostovar-Namaghi &
Noghabi, 2014). This
demonstrated that
students had
a purpose in mind
when reading online
texts because
global reading
strategies entails
planning their
reading, previewing
the text, and
predicting about the
texts. Hence, makes
readers become
more focused and
active readers
The study found
that students used
global reading
strategies the most
in reading online
texts followed by
problem solving and
support strategies
(Ostovar-Namaghi &
Noghabi, 2014). This
demonstrated that
students had
a purpose in mind
when reading online
texts because
global reading
strategies entails
planning their
reading, previewing
the text, and
predicting about the
texts. Hence, makes
readers become
more focused and
active readers
The study found
that students used
global reading
strategies the most
in reading online
texts followed by
problem solving and
support strategies
(Ostovar-Namaghi &
Noghabi, 2014). This
demonstrated that
students had
a purpose in mind
when reading online
texts because
global reading
strategies entails
planning their
reading, previewing
the text, and
predicting about the
texts. Hence, makes
readers become
more focused and
active readers
The study found
that students used
global reading
strategies the most
in reading online
texts followed by
problem solving and
support strategies
(Ostovar-Namaghi &
Noghabi, 2014). This
demonstrated that
students had
a purpose in mind
when reading online
texts because
global reading
strategies entails
planning their
reading, previewing
the text, and
predicting about the
texts. Hence, makes
readers become
more focused and
active readers
The study found
that students used
global reading
strategies the most
in reading online
texts followed by
problem solving and
support strategies
(Ostovar-Namaghi &
Noghabi, 2014). This
demonstrated that
students had
a purpose in mind
when reading online
texts because
global reading
strategies entails
planning their
reading, previewing
the text, and
predicting about the
texts. Hence, makes
readers become
more focused and
active readers
The study found
that students used
global reading
strategies the most
in reading online
texts followed by
problem solving and
support strategies
(Ostovar-Namaghi &
Noghabi, 2014). This
demonstrated that
students had
a purpose in mind
when reading online
texts because
global reading
strategies entails
planning their
reading, previewing
the text, and
predicting about the
texts. Hence, makes
readers become
more focused and
active readers.
The study found
that students used
global reading
strategies the most
in reading online
texts followed by
problem solving and
support strategies
(Ostovar-Namaghi &
Noghabi, 2014). This
demonstrated that
students had
a purpose in mind
when reading online
texts because
global reading
strategies entails
planning their
reading, previewing
the text, and
predicting about the
texts. Hence, makes
readers become
more focused and
active readers.
The study found
that students used
global reading
strategies the most
in reading online
texts followed by
problem solving and
support strategies
(Ostovar-Namaghi &
Noghabi, 2014). This
demonstrated that
students had
a purpose in mind
when reading online
texts because
global reading
strategies entails
planning their
reading, previewing
the text, and
predicting about the
texts. Hence, makes
readers become
more focused and
active readers.
The study found
that students used
global reading
strategies the most
in reading online
texts followed by
problem solving and
support strategies
(Ostovar-Namaghi &
Noghabi, 2014). This
demonstrated that
students had
a purpose in mind
when reading online
texts because
global reading
strategies entails
planning their
reading, previewing
the text, and
predicting about the
texts. Hence, makes
readers become
more focused and
active readers.
In his article Al-Daihani (2018), a study involving undergraduate

students at the University of USA found that students commonly use

smartphones for academic purposes, like fetching information from a search

engine like Google, gain access to libraries, online dictionaries and student portal

of their respective university or college. However different researchers try to find

out the different information sources that students used to extract information by

using smartphones, for example, what percentage of student use Apps to get

information, similar like this what percent from Online search engine, articles,

blogs, E-library, etc.

Table 5 Regression.

Is there a significant relationship between metacognitive reading strategies

and the role of technology in strategy deployment?
The role of technology in strategy deployment
Metacognitive r-computed r-crit interpretation
reading strategy 0.558** 2.59122E-05 Highly
(p<0.01) significant
Legend: *-0.05 level of significance
**-0.01 level of significance

Based on the table shown, the R-computed is lower than the significance

level of 0.01, which indicates a strong positive relationship between

metacognitive reading strategies and the role of technology in strategy

deployment. The connection between metacognitive reading strategies and

using technology to deploy those strategies is strong because technology helps

in many ways. It creates better learning environments, gives access to a lot of

information, can be personalized to fit each learner, offers instant feedback,

and allows for working together with others. Combining technology with

metacognitive reading practices makes it simpler to improve our overall

understanding of what we read and learn.

However, challenges in technology can be distracting with things like

social media or notifications, which can make it harder to focus on reading.

There is a lot of information online, but not all of it is true. It can be tricky to

figure out what is reliable and what is not. Some people might rely too much
on technology for reading, forgetting about traditional skills that are still

important. Using technology for reading can raise concerns about privacy and

keeping personal information safe.

In summary, this shows that combining technology and these strategies

can be very beneficial. Technology improves learning conditions, provides

access to a variety of information, and can be personalized to meet individual

requirements. Nonetheless, using technology to read creates challenges.

Distractions such as social media and notifications may hinder focus.

Furthermore, determining the accuracy of online information can be

challenging. Overuse of technology may cause people to forget essential

traditional reading abilities. Additionally, there are privacy problems while

utilizing technology for reading. So, while technology might help with

reading, it's crucial to be aware of and address these issues.

 CHAPTER IV

SUMMARY, FINDINGS, CONCLUSION, AND RECOMMENDATIONS

This chapter discusses the summary of the study, the salient findings,

conclusions that were drawn from the findings as well as the

recommendations offered by the researchers.

SUMMARY

This study investigate METACOGNITIVE READING STRATEGIES:

EXPLORING THE ROLE OF TECHNOLOGY IN STRATEGY

DEPLOYMENT ,data are all gathered in ASIST senior high school students

from 2023 to 2024. Study was measured by expressing the respondent’s

feelings towards the deferent indicators Revealing facts and activities during

the studies.

There were 50 respondents of the study which comprised 19 males and 31

females taken as the totally enumerated population. Descriptive- correlation

methods of investigation were applied in the study. An adapted checklist from

was used to obtained and measure the level of metacognitive reading

strategies exposure among senior high school students and also investigates

the current status of their metacognitive reading strategies. To calculate the

level of metacognitive reading strategies of the students, the researchers get

the total mean in the reading materials exposure.

 The researchers asked permission from the principal of ASIST Laboratory

High School to conduct their study, upon approval; the researchers

administered their metacognitive reading strategies: exploring the role of

technology in strategy deployment checklist to the senior high school

students. The data gathered in this study were analyzed using the weighted

mean and bivariated analysis to which the level of significance was set of

0.558 level of probability.

FINDINGS

Base on the given data during the survey it found out;

1. The reading materials used by the senior high school students shows an

“ Sometimes” response with a mean rating of 2.69. They occasionally used

other reading materials like newspaper, since using technology to find

information about our economy, idols, etc.… they frequently used dictionary

to find what is the meaning of the certain word it can be through electronic

device and books. They also often read graphic novels/ comic for

entertainment or school purposes since there are diverse genres of graphic

novels/comic.

2. The level of reading materials exposure senior high school students

shows an “Very Exposed” response with a mean rating of 3.81. They are

exposed at reading because it helps them improve their communication and

language skills. They make effective use of technology to access a variety of

materials, including digital platforms and traditional sources. Interactive tools

and customizable options enhance comprehension and interest. Participating

in book clubs and reading groups promotes interaction and debate. They

actively seek out different materials related to their personal interests and

career aspirations.

3. The data show that respondents strongly agree with the use of

metacognitive reading strategies, with an average rating of 3.88. These

strategies include goal planning, text previewing, connecting with past

knowledge, taking notes, thinking, and using search engines for clarification.

Reading carefully and taking effective stops are strengths, while areas for

development include getting help when required and comprehending difficult

texts. Overall, the findings show the significance of these strategies for

improving comprehension and offer areas for further growth in reading habits.

4. Exploring the role of technology in strategy deployment has an overall

3.89 mean rating, respondents view technology as a valuable tool for

enhancing metacognitive reading strategies, improving reading skills, and

learning independently.

There is a significant relationship between metacognitive reading

strategies and the role of technology in strategy deployment.

CONCLUSION

After careful analysis and interpretation of data, the following conclusion

were drawn:

The reading materials that are sometimes used by the senior high school

students are the biographies, encyclopedia, and newspaper since we are currently

living in a modern world where the technology is highly used by the students

because technology made it easier for us to find the information we needed and in

technology you can also find the encyclopedia, e-newspaper/ articles, and

biographies.

The senior high school student is very exposed and agree that reading has

helped them improve their language and communication skill, as well as

finding reading to be a relaxing and enjoyable activity. They also agree on the

accessibility of reading materials through technological devices and the

importance of reading materials relevant to their personal or professional

interests.

Students see technology as helpful for improving reading skills and

engagement. It assists in communication, access to materials, and independent

learning. Even though some of the students do not rely on context clues they

may struggle to comprehend the meaning of texts.

 The study investigated the relationship between students' metacognitive

strategies and the role of technology in strategy deployment. It revealed a

statistically significant relationship between the two variables, with a

descriptive rating of 'Agree'.

RECOMMENDATION

Based on the conclusions drawn, the following recommendations are

forwarded for consideration:

1. Maintain good reading habits to enhance communication and

learning skills. Ensure you read reliable, interesting information

from reliable sources to avoid misinformation. Understand the

content and choose reading materials that will help you with your

future career and studies.

2. Maintain a good internet connection to allow for uninterrupted

reading on devices. Avoid multitasking in order to maintain your

focus. Find a quiet, comfortable place to read to improve your

comprehension of the text's subjects.

3. To prevent data loss during research, it is important to maintain the

good condition of electronic devices, limit technology use, and

avoid radiation exposure. Additionally, using anti-radiation glasses

while reading on laptops or other gadgets can protect your eyes

and prevent interruptions during your research.

4. Emphasize the importance of regularly reading engaging materials

such as e-books, graphic novels/comics, dictionaries, and novels.

Integrate these materials into classroom activities and assignments

to foster a habit of consistent reading.

5. Promote peer collaboration through reading groups or book clubs

to deepen understanding and critical thinking skills. Encourage

discussions to explore diverse perspectives and interpretations of

reading materials.
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APPENDICES

Respondents Metacognitive Exploring the Role of Technology in

 Reading Strategies Metacognitive Reading Strategy
Over all Mean Deployment
Over all Mean
1 3.85 3.86
2 3.85 4.13
3 4.20 3.73
4 3.65 3.80
5 3.70 3.73
6 3.70 3.86
7 3.85 4.13
8 3.75 3.86
9 4.00 3.53
10 4.00 3.60
11 3.35 3.53
12 4.00 4.00
13 3.50 3.60
14 3.90 3.93
15 3.75 3.86
16 3.35 4.20
17 3.00 3.26
18 3.55 3.46
19 4.00 4.20
20 3.75 3.93
21 3.45 3.46
22 4.70 4.33
23 3.70 4.13
24 4.85 4.80
25 4.30 4.06
26 3.50 4.06
27 3.85 3.00
28 3.75 3.53
29 3.75 3.13
30 3.75 4.13
31 3.85 4.00
32 4.00 4.00
33 5.00 4.86
34 3.60 3.93
35 3.85 3.53
36 3.50 3.73
37 3.55 3.6
38 3.55 3.33
39 3.60 3.60
40 4.10 3.86
41 4.30 4.73
42 3.85 4.46
43 3.70 4.00
44 3.95 4.00
45 3.65 4.80
46 4.45 3.86
47 4.25 3.86
48 3.55 3.46
49 3.45 3.86
50 4.40 4.20
 Republic of the Philippines
ABRA STATE INSTITUTE OF SCIENCES AND TECHNOLOGY
Bangued Campus, Bangued, Abra
LABORATORY HIGH SCHOOL DEPARTMENT
Senior High School

Dear Respondents,

Greetings!

We, the students of Grade 12 General Academic Strand of Abra State Institute of

Sciences and Technology Laboratory High school, are conducting research titled

“METACOGNITIVE READING STRATEGIES: EXPLORING THE ROLE

OF TECHNOLOGY IN STRATEGY DEPLOYMENT.”

In this regard, we are earnestly requesting your precious time and effort to provide

honest and thoughtful answers to all the questions in the questionnaire.

Your responses are crucial and will significantly contribute to the completion and

success of our study. We assure you that all the data gathered will be handled with

the utmost confidentiality.

Your sincere cooperation in responding to this request is highly valued and

appreciated.
METACOGNITIVE READING STRATEGIES: EXPLORING THE ROLE
OF TECHNOLOGY IN STRATEGY DEPLOYMENT

SURVEY QUESTIONNAIRE
Name: Age:
Address: Gender: F M
Grade & Strand: GWA:
Directions: Please put a check (✓) and rate yourself normally based on what
you actually do given the statement using the following scales:
5- Always
4- Often
3- Sometimes
2- Rarely
1- Never

I. Reading Materials Used 5 4 3 2 1

1. E-Book (ex. Harry Potter)

2. Magazines (ex. National Geographic)

3. Newspaper (ex. The New York Times)

4. Graphic Novels/Comics (Example: Batman)

5. Encyclopedia (Example: Encyclopedia

Britannica)
6. Biographies (Ex. Steve Jobs by Walter
Isaacson)
7. Poetry Collections (Example: "The
Collected Poems of Langston Hughes")
8. Dictionaries (Example: Merriam-Webster
Dictionary)
9. Educational Websites (Example: Khan
Academy)
10. Novels (Example: "To Kill a Mockingbird"
by Harper Lee)

Directions: Please put a check (✓) and rate yourself normally based on what
you actually do given the statement using the following scales:
5- Very Highly Exposed
4- Very Exposed
3- Moderately Exposed
2- Slightly Exposed
1- Not Exposed

II. Reading Materials Exposure 5 4 3 2 1

1. I prefer reading physical textbooks or e-
books.
2. I find interesting to understand the verbal
used in academic journals. (Ex. Research
paper, documentaries, business letters, and
news websites and flatforms.)
3. I prefer to use cellular phone in browsing to
explore academic websites or trustworthy news
outlets for reliable information.
4. I think reading has helped me in improving
my language and communication skills.
5. I participated in a book club or reading
group.
6. I think the reading materials supplied in
school are broad enough to fit a variety of
interests and learning styles.
7. I can clearly more understand text subjects
reading in web using technological devices
such as cellular phones or computers.
8. I can see the text more clearly using
technological devices such as cellular phones
or computers due to vision adjustment of
devices.
9. I can easily search interesting news articles
of the day, using technological devices such as
cellular phones or computers.
10. Its more accessible to a variety of reading
materials, such as books, and articles like
Philippine Daily Inquirer, Manga, Wikipedia,
CNN, Holly Bible, and Meriam Webster
Dictionary.
11. I often discuss what I have read with
others.
12. I actively seek out new reading materials to
expand my knowledge.
13. I use social media platforms to discover
new reading materials.
14. I prefer reading materials that are relevant
to my personal or professional interests.
15. I find reading to be a relaxing and
enjoyable activity.

Directions: Please put a check (✓) and rate yourself normally based on what
you actually do given the statement using the following scales:
5- Strongly Agree
4- Agree
3- Neutral
2- Disagree
1- Strongly Disagree

III. Metacognitive Reading Strategies 5 4 3 2 1

1. I set specific reading goals before beginning
a text.
2. I preview the text before reading it in detail.
3. I make connections between new
information and my prior knowledge.
4. I question while reading to clarify any
doubts.
5. I take notes while reading to summarize
important information.
6. I use context clues to understand unfamiliar
words.
7.I use reading strategies such as skimming
and scanning when necessary.
8. I self-correct when I realize I am not
understanding the text.
9. I seek help from a teacher or peer when I
encounter difficulties in understanding the
text.
10. I reflect on my reading experience and
evaluate my comprehension after finishing the
text.
11. When text becomes difficult, I use engine
search such as dictionary to understand the
meaning of what is meaning text subject.
12. I attentively examine and evaluate the
information provided in the book.
13. When I come across conflicting
information, I double-check how well I
understand it.
14. I analyze to see if my assumptions about
the text were correct or incorrect.
15. I take a little break get some fresh air, food,
or water to regain my focus in reading
specially in reviewing for exam.
16. I read slowly but carefully to be sure I
understand what I am reading.
17. I go back and forth in the text to find
relationships among ideas in it.
18. I use search engine to locate more
interesting and reliable information to read like
Google search and Bing search.
19. I discuss what I read with others to check
my understanding.
20. I underline or circle information in the text
to help me remember it.
IV. Exploring the Role of Technology in 5 4 3 2 1
Metacognitive Reading Strategy
Deployment
1. I think over usage of social media has
affected my reading skills dealing with the
light radiations affecting my vision.
2. I used any specific apps, tools, or software
to support metacognitive reading strategies.
3. I prefer the use of technology such as
cellular phones or computers for deploying
metacognitive reading strategies.
4. I believe technology enhances my ability to
apply metacognitive reading strategies.

5. I find it easier or more challenging to focus

on reading when using digital devices.
6. I actively adapt my reading strategies based
on the technology I use.
7. Fast communication via cellular phones and
computers in easily received and sent messages
or information from other devices. Like Gmail,
Hotmail, yahoo mail Facebook messenger and
text messages etc.
8. The internet web helps me to gather
information during research, exams reviewer
and other information that helps me to solve
problems.
9. I use technology to enhance my reading
experience.
10. I think technology has made it easier for
me to access reading materials.
11. It helps a lot in educational purposes in
exploring the vast of information of worldwide
web like the students who are gathering
information in studying.
12. I think technology can assist in developing
critical thinking skills while reading.
13.Technology make reading more interesting
and interactive
14. I agree that technology has made it easier
to access a wide range of reading materials.
15. I believe that technology can promote
independent and self-directed learning.

Respondent’s Signature
CURRICULUM
VITAE
CURRICULUM VITAE

I. PERSONAL PROFILE

NAME: Alyzza Keith V. Dizon

SEX: Female
BIRTHDATE: December 3, 2005
AGE: 18
CIVIL STATUS: Single
ADDRESS: Dintan Pilar, Abra
Mother: Edelyn V. Dizon
Father: Amando C. Dizon Jr.
II. EDUCATIONAL BACKGROUND
LEVEL NAME OF SCHOOL YEAR GRADUATED

ELEMENTARY Dintan Elementary School 2018

SECONDARY Dalit National High School 2022

SCHOOL ADRESS HONOR RECEIVED

ELEMENTARY: Dintan Pilar Abra With Honors

SECONDARY: Dalit Pilar Abra With Honors

III. PHILOSOPHY IN LIFE

"Successful people embrace failure, learning and evolving from it, while those
who fear it remain stagnant in their
pursuit of success."

CURRICULUM VITAE
I. PERSONAL PROFILE

NAME: Bema Rosele M. Masadao

SEX: Female
BIRTHDATE: March 28, 2006
AGE: 17
CIVIL STATUS: Single
ADDRESS: Poblacion Luba, Abra
Mother: Marcy M. Masadao
Father: Bernie B. Masadao
II. EDUCATIONAL BACKGROUND
LEVEL NAME OF SCHOOL YEAR GRADUATED

ELEMENTARY Lubra Central School 2018

SECONDARY Luba Tubo Catholic School 2022

SCHOOL ADRESS HONOR RECEIVED

ELEMENTARY Luba, Abra With Honors

SECONDARY: Luba, Abra With Honors

III. PHILOSOPHY IN LIFE

"It does not matter how slowly you go as long as you do not stop."

CURRICULUM VITAE
I. PERSONAL PROFILE

NAME: Ma. Akisha Angela B. Sequerra

SEX: Female
BIRTHDATE: October 28, 2006
AGE: 17
CIVIL STATUS: Single
ADDRESS: Zone 1 Linasin Bangued, Abra
Father: Rj Rednaxela A. Sequerra
Mother: Jennifer R. Benesa

II. EDUCATIONAL BACKGROUND

LEVEL NAME OF SCHOOL YEAR GRADUATED

ELEMENTARY Abra Valley Colleges 2018

SECONDARY Abra Valley Colleges 2022

SCHOOL ADRESS HONOR RECEIVED

ELEMENTARY: Zone 4, McKinley, Bangued, Abra None

SECONDARY: Zone 4, McKinley, Bangued, Abra None

III. PHILOSOPHY IN LIFE

"Discover your passions, embrace setbacks as stepping stones, and never stop
believing in yourself. Strive to become better to be the best."

CURRICULUM VITAE
I. PERSONAL PROFILE

NAME: Kathleen Angel G. Timbreza

SEX: Female
BIRTHDATE: October 29, 2006
AGE: 17
CIVIL STATUS: Single
ADDRESS: Lam- ag San Juan, Abra
Mother: Bituen Q. Galera
Father: Ronelord G. Timbreza
II. EDUCATIONAL BACKGROUND
LEVEL NAME OF SCHOOL YEAR GRADUATED

ELEMENTARY Lam-ag Elementary School 2018

SECONDARY Northern Abra National High School 2022

SCHOOL ADRESS HONOR RECEIVED

ELEMENTARY: Lam-ag San Juan, Abra None

SECONDARY: Lam-ag San Juan, Abra None

III. PHILOSOPHY IN LIFE

"Life isn't about finding yourself. Life is about creating yourself."