Self-Perceived Reading Strategies Of Public Senior High School Students

Abstract

This study determined the extent and the significant difference in the reading strategies of public senior high school students in Jolo enrolled during the school year 2018-2019. It employed the descriptive-quantitative research design with 120 student-respondents. It used mean, standard deviation, t-Test for independent samples and One-Way ANOVA. This study revealed that students’ perceived their global reading strategies, problem solving strategies, and support reading strategies as high extent. Variables gender, educational attainment and parent’s monthly family income do not influence students’ ways of perceiving the extent of reading strategies.  Students’ perceptions along these categories are closely correlated. This study seems to support the model introduced by Mokhtari and Sheory (2002) which designed to measure metacognitive reading strategies of L2 learners while reading academic materials. It further supports the concepts in which the strategic awareness and monitors of the comprehension process are critically important aspects of skilled reading. Hence, reading teachers should be keen and sensible in ascertaining students’ level of reading strategies since this variable is found to have significant role in enhancing students’ reading ability. Parents should be well-oriented and be familiar with the k-to-12 curriculum especially those programs related to reading.