EFFECTIVENESS OF METACOGNITION-BASED READING ENRICHMENT PROGRAM TO STUDENTS READING COMPREHENSION

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. 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 Cohens 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 Cohens 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, Cohens 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, Cohens 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.