Metacognitive Learning Strategies: Their Effects on the Reading Comprehension Performance of Grade Five Pupils

This study aimed at examining the effects of metacognitive learning strategies on reading comprehension performance 80 Grade Five pupils in MSU-Integrated Laboratory School for SY 2011-2012. The researcher used quasi-experimental design, which entailed using two intact, randomly selected groups: one served as control group and other experimental group. descriptive-quantitative research was to describe analyse respondents' their test. data were treated Statistical Program Social Sciences (SPSS) with a significance level set .05. work involved four phases: In first phase, self-constructed Personal Background Questionnaire Strategy Inventory Language Learning (SILL) by Oxford (1990) administered both groups before strategy instruction. second received six sessions instruction strategies. On hand, traditional method teaching based Basal Readers Approach. Both worked authentic inauthentic texts (some articles from Newspaper World Reading textbook). third after completion instruction, teacher-made test determine respondents. fourth SILL again if has an effect analysis yielded following findings: First, slightly greater outcome manifested compared Second, there no significant difference between mean scores groups. performed well section Lastly, Oxford, 1990 shows positive Therefore, respondents better part group’s awareness increased notably