EFFECTIVENESS OF METACOGNITION-BASED READING

ENRICHMENT PROGRAM TO STUDENTS’

READING COMPREHENSION

A Thesis Presented to the Faculty of the Graduate Studies and Applied Research
College of Teacher Education, Laguna State Polytechnic University,
Los Baños Campus, Los Baños, Laguna

in Partial Fulfilment of the Requirements for the degree

Master of Arts in Education major in English

LEO VIGIL MOLINA BATUCTOC

JUNE 2019
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APPROVAL SHEET

This thesis entitled “EFFECTIVENESS OF METACOGNITION-BASED

READING ENRICHMENT PROGRAM TO STUDENTS’ READING
COMPREHENSION” prepared and submitted by LEO VIGIL M. BATUCTOC, in
partial fulfilment of the requirements for the degree Master of Arts in Education
major in English, has been examined and is hereby recommended for acceptance
and approval.

JOHN FREDERICK B. TESORO

Adviser

PANEL OF EXAMINERS

Approved by the committed on Oral Examination with a grade of ______.

NESTOR M. E VERA, Ph.D.

Chairman

LERMA P. BUENVENIDA, Ed.D. JUANA L. JUANILLAS

Member Member

ALBERTO D. YAZON, Ph.D.

Member

Accepted and approved in partial fulfilment of the requirements for the

degree Master of Arts in Education major in English.

CONSORCIA S. TAN, Ed.D.

Associate Dean, CTE

LUCILA A. PERIA
University Registrar

Research Contribution No. _______

Passed the Comprehensive Examination on
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ACKNOWLEDGMENT

This thesis would not have been possible without the guidance, support and

help of several individuals who contributed and extended their valuable assistance

in the preparation and completion of this study. The researcher would like to extend

his sincerest gratitude to the following:

Dr. Nestor M. De Vera, President of Laguna State Polytechnic University,

for his never-ending challenges to the graduate students in pursuing their goals

and endeavours in life as educators;

Dr. Daniel D. Bunal, Campus Director, for his dedication and hard work for

the continuous improvement of the LSPU-Los Baños Campus;

Dr. Consorcia S. Tan, Associate Dean, College of Teacher Education, for

her valuable comments and suggestions during his title defense;

Dr. Lerma P. Buenvenida, GSAR Program Coordinator, for her patience,

words of encouragement, for constant reminders, and for the technical support;

Prof. John Frederick B. Tesoro, his thesis adviser, for sharing his

expertise, giving comments and suggestions, as well as investing his time, for the

improvement of the study;

Dr. Alberto D. Yazon, his statistician, for providing inputs, statistical

concepts and for the analysis and interpretation of the data gathered;

Prof. Juana L. Juanillas, for her patience, effort and expertise as his

subject specialist, as well as for further improving the writing standard of this

manuscript;
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Dr. Doris DJ Estalilla, Officer-in-Charge – Schools Division

Superintendent, City Schools Division of Cabuyao, for allowing the researcher to

conduct the study in the said division;

Ms. Maribeth G. Herrero, Officer-in-Charge – Teacher III, Cabuyao

Integrated National High School, for allowing and helping the researcher to

conduct the study;

Grade 9 Respondents, who exerted their effort in answering

comprehension tests and complying with the activities needed to be done;

His colleagues, friends, mentors and other individuals who, in one way or

another, contributed to the completion of the study;

Mr. Leovigildo E. Batuctoc, his father who is already in heaven, for being

a constant inspiration in his life, and whose guidance he still feels up to this day;

Mrs. Elena M. Batuctoc, his mother, Goldamyrrh and Richard Batuctoc,

his siblings, for their moral and financial support; their words of encouragement

greatly inspired the researcher to pursue this study;

Smit Loida, his wife, for her unconditional love, patience, understanding,

unending moral support, and for being his rock every time he wants to give up;

Freya Aviela, the daughter that he is expecting, for being an inspiration and

one of the main reasons why he continues to persevere;

Above all to our Lord Jesus Christ, for His graces, strength and gift of

wisdom in completing this study.

The Researcher
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DEDICATION

To my wife,

Smit Loida P. Batuctoc

and to my daughter, Freya Aviela;

to my parents,

Elena and Leovigildo Batuctoc

and to my siblings,

Goldamyrrh and Richard;

This humble work is a sign of my love to you.

L.V.M.B

ABSTRACT

The main focus of this study is to determine the effectiveness of the

metacognition-based reading enrichment program to the students’ reading

comprehension. The pretest-posttest non-equivalent control group design which

falls under the quasi-experimental design was used.

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On the test of significant difference between the formative test mean scores

of the experimental and comparison groups, it was found out that the formative

tests had significant effect to the respondents’ reading comprehension. Moreover,

based on the computed Cohen’s d value, the lessons have a small top medium

effect size.

It was revealed that there is a significant difference between the posttest

mean scores of the experimental and comparison groups at 0.01 level of

significance. Moreover, based on the computed Cohen’s d value of 0.98, the effect

size of the metacognition-based reading enrichment program to the students’

reading comprehension based on the posttest is large.

There is a significant difference between the formative test mean scores of

the students in the comparison and experimental group under the metacognition-

based reading enrichment program. Furthermore, Cohen’s effect size values

suggested a small to medium practical significance.

There is a significant difference between the posttest mean scores of the

students in the comparison and experimental group under the metacognition-

based reading enrichment program. Furthermore, Cohen’s effect size value

(d=0.98) suggested a substantial effect of the metacognition-based reading

enrichment program to the respondents’ reading comprehension.

As for the recommendations, it was noted that there is a need for English

teachers to integrate the instruction of metacognitive strategies, as it helps in

improving students’ reading comprehension.

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Keywords: metacognition, reading comprehension, reading enrichment program

TABLE OF CONTENTS

Page
Title Page……………………………………………………………………... i
Approval Sheet ……………………………………………………………... ii
Acknowledgment……………………………………………………………. iii
Dedication…………………………………………………………………….. iv
Abstract……………………………………………………………………….. vi
Table of Contents…………………………………………………………… Viii
List of Tables………………………………………………………………… x
List of Figures……………………………………………………………….. xi
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CHAPTER I – THE PROBLEM AND ITS BACKGROUND

Introduction………………………………………………………………….. 1
Background of the Study………………………………………………….. 3
Theoretical Framework…………………………………………………….. 7
Conceptual Framework……………………………………………………. 10
Statement of the Problem…………………………………………………. 11
Hypotheses…………………………………………………………………. 12
Significance of the Study………………………………………………….. 12
Scope and Limitations of the Study………………………………………. 13
Definition of Terms…………………………………………………………. 14

CHAPTER II – REVIEW OF RELATED LITERATURE………………….. 17

CHAPTER III – RESEARCH METHODOLOGY

Research Design…………………………………………………………… 37
Respondents of the Study………………………………………………… 38
Research Instrument………………………………………………………. 39
Research Procedure……………………………………………………….. 40
Statistical Treatment of Data……………………………………………… 40

CHAPTER IV – PRESENTATION, ANALYSIS AND

INTERPRETATION OF DATA…………………………… 42

CHAPTER V – SUMMARY, CONCLUSIONS AND

RECOMMENDATIONS

Summary of Findings………………………………………………………. 55
Conclusions…………………………………………………………………. 57
Recommendations…………………………………………………………. 58

BIBLIOGRAPHY……………………………………………………………… 60
APPENDICES…………………………………………………………………. 67
CURRICULUM VITAE……………………………………………………….. 141
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LIST OF TABLES

TITLE page
Table 1 Cabuyao Integrated National High School Phil-IRI Results
for the School Years 2016-2017 and 2017-2018………….... 5
Table 2 Pretest mean scores of the experimental and comparison
groups…………………………………………………………… 36
Table 3 Reading comprehension level of the two groups based on
their pretest scores…………………………………………...... 37
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Table 4 First formative test mean scores of the students in the

experimental and comparison groups………………………... 38
Table 5 Second formative test mean scores of the students in the
experimental and comparison groups………………………... 38
Table 6 Third formative test mean scores of the students in the
experimental and comparison groups………………………... 39
Table 7 Fourth formative test mean scores of the students in the
experimental and comparison groups……………………...... 40
Table 8 Fifth formative test mean scores of the students in the
experimental and comparison groups………………………... 40
Table 9 Sixth formative test mean scores of the students in the
experimental and comparison groups………………………... 41
Table 10 Posttest mean scores of the students in the experimental
and comparison groups………………………………………... 42
Table 11 Reading comprehension level of the two groups based on
their posttest scores………………………………………….... 43
Table 12 Test of significant difference between the formative test
mean scores of the two groups……………………………….. 44

LIST OF FIGURES

TITLE page
Figure 1 Nelson and Narens' Model of Metacognition………………... 8
Figure 2 Research Paradigm……………………………………………. 10