Metacognitive Online Reading, Navigational Strategies, and the Reading Performance of the Grade 11 HUMMS of Pedro T. Mendiola Sr. Memorial National High School

Autor/inn/en	Domingo, Melanie M.; Casanova, Venessa S.
Titel	Metacognitive Online Reading, Navigational Strategies, and the Reading Performance of the Grade 11 HUMMS of Pedro T. Mendiola Sr. Memorial National High School
Quelle	In: Journal of Education and Learning, 11 (2022) 4, S.61-73 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-5250
Schlagwörter	Foreign Countries; High School Students; Metacognition; Electronic Publishing; Reading; Navigation (Information Systems); Information Seeking; Information Skills; Reading Comprehension; Reading Strategies; Philippines + Suchen Sie Ihr Suchwort? Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Elektronisches Publizieren; Leseprozess; Lesen; Informationserschließung; Informationskompetenz; Orientierungswissen; Leseverstehen; Reading strategy; Leselernstufe; Lesetechnik; Philippinen
Abstract	This predictive, cross-sectional study aimed to determine the metacognitive online reading and navigational strategies and their relation to the reading performance of Grade 11 HUMSS Students of Pedro T. Mendiola Sr. Memorial National High School. Furthermore, the study also investigated which factors of metacognitive online reading and navigational strategies significantly influence the respondents' reading performance. One hundred twenty-five (125) students selected through simple random sampling participated in the study. Data were gathered using a Google Form and reading fluency test. Descriptive Statistics such as weighted mean, Pearson-Product correlation, and regression analysis were used to interpret the data. The students' extent of the metacognitive online reading and navigational strategies is high, while the students' reading performance is instructional. The metacognitive online reading strategy is strongly related to reading performance. The navigational strategy is moderately related to reading performance. All indicators of metacognitive online learning strategy significantly predict reading performance. Only mixed overview as an indicator of navigational strategy significantly predicts the reading performance. Senior High school students who used metacognitive online reading navigational strategies had definite reading goals in mind and knew how to accomplish them. Students need teacher support at the instructional reading performance level. The metacognitive and navigational strategies significantly predict and influence the respondents' reading performance. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01