METACOGNITIVE READING STRATEGIES AND ACADEMIC PERFORMANCE IN ENGLISH AMONG GRADE 6 LEARNERS

This study determined the relationship between metacognitive reading strategies and the academic performance in English among Grade 6 learners in the Schools Division of Nueva Ecija during the School Year 2025–2026. Specifically, it examined the level of metacognitive reading strategies in terms of planning, monitoring, and evaluating; identified the most frequently practiced dimension; determined the level of academic performance in English; examined the significant relationship between metacognitive reading strategies and academic performance; and proposed a Metacognitive Reading Enhancement Program based on the findings. The study employed a quantitative approach using a descriptive-correlational research design. The respondents were 250 Grade 6 learners selected from public elementary schools in the Schools Division of Nueva Ecija. Data were gathered using a researcher-made questionnaire on metacognitive reading strategies and the learners' official English grades. The data were analyzed using the weighted mean, frequency, percentage, Pearson Product-Moment Correlation, and appropriate descriptive statistics. The findings revealed that the learners demonstrated a High level of planning strategies, while monitoring and evaluating strategies were at a Moderate level. Planning emerged as the most frequently practiced metacognitive reading strategy. The learners' academic performance in English was Very Satisfactory. Furthermore, metacognitive reading strategies exhibited a significant positive relationship with academic performance in English, indicating that learners who more frequently employed planning, monitoring, and evaluating strategies tended to achieve better academic performance. Based on the findings, a Metacognitive Reading Enhancement Program (Project READ SMART) was proposed to strengthen learners' strategic reading behaviors and improve their academic performance in English.