Metacognitive Cognizance and Reading Comprehension of Learners in Relation to Academic Performance

Abstract

The present study aimed to determine the level of metacognitive cognizance and reading comprehension of learners in relation to academic performance. One hundred fifteen Grade 11 students were the respondents of the study. Standardized questionnaires were used in this study adopted from Putri et al. (2024). Descriptive correlational research design was employed. The salient results of the study were as follows: the student exhibits a strong, regular awareness of their learning strategies. They frequently plan and monitor their tasks and have a solid grasp of how, when, and why to use specific strategies, though minor inconsistencies may occur in highly complex tasks: the student can read and understand the material completely on their own without teacher assistance; the learners perform very satisfactorily in their academics mastering the core competencies required in their Grade 11 subjects; metacognitive cognizance does not significantly influence the academic performance of the students; reading comprehension is a contributing factor to the academic performance of the students.