Ugnayan ng Metakognitibong Estratehiya sa Antas ng Pag-unawa sa Pagbasa ng Mag-aaral ng BSED 1C at 2B na Nagpapakadalubhasa sa Filipino sa Pampamahalaang Pamantasan ng Kanlurang Mindanao

ABSTRACT: Reading is an essential skill in learning that requires awareness and the use of appropriate strategies to fully understand a text. This study determined the relationship between metacognitive strategies and reading comprehension among BSED 1C and 2B students majoring in Filipino at Western Mindanao State University. A quantitative research approach employing a descriptive-correlational research design was used. This study has thirty respondents that were selected through purposive sampling. Data were gathered using the Metacognitive Awareness of Reading Strategies Inventory (MARSI) Version 1 and the Philippine Informal Reading Inventory (Phil-IRI). The findings revealed that the respondents demonstrated a high level of metacognitive strategy use, obtaining an overall mean of 3.74. Among the metacognitive strategies, ProblemSolving Strategies obtained the highest mean of 3.84. In contrast, the respondents’ reading comprehension yielded a mean percentage score of 45.05%, which falls under the frustration level. Pearson Product-Moment Correlation analysis showed a weak positive relationship between metacognitive strategy use and reading comprehension (r = .176); however, the relationship was not statistically significant (p = .353). Thus, the findings indicate that the respondents’ high level of metacognitive strategy use did not correspond to a high level of reading comprehension