The Mediating Effect of Metacognitive in Reading Strategy in Listening Comprehension and Critical Thinking of SHS Students

Marjeson M. Renegado and Elleine Rose A. Oliva*

Professional Schools, University of Mindanao,

Davao City, Philippines

*Corresponding author:

elleinerose_oliva@umindanao.edu.ph 

Abstract

The study aims to check the mediating effect of metacognitive in the reading strategy of senior high school students concerning listening comprehension and critical thinking. The study used a quantitative-correlational research design to collect information on the statistical analysis of the sample population. Also, stratified random sampling was used to determine the number of respondents. Three hundred fifteen Grade 11 senior high school students from the three most prominent schools in Kidapawan City responded to this study. Google form was used to collect data, and the following statistical tools were used: Mean and Standard Deviation, Pearson Product Moment Correlation, and Sobel z test and mediation approach. Based on the retrieved data and study results, the respondents proved a high level of metacognitive in reading strategy, moderate level of listening comprehension, and critical thinking. This indicates a significant effect on the relationship between listening comprehension and metacognitive reading strategy of senior high school students. Therefore, this study found that the metacognitive reading strategy has an essential role in listening comprehensive and critical thinking of the students. This indicates that listening comprehension and critical review of the students are connected to metacognitive reading strategy, and it affects their academic performances. 

Keywords

correlation, critical thinking, comprehensive listening, Philippines, mediation, metacognitive strategy in reading.

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