Impact of Metacognitive Teaching on the Reading Performance among Intermediate Grade Learners
Abstract:
This qualitative study examines teachers’ and learners’ perceptions of reading instruction using a metacognitive approach, along with the challenges faced during its implementation. Based on in-depth interviews with classroom teachers and focus group discussions with learners, the findings suggest that metacognitive approaches foster greater self-awareness, enhance comprehension, and cultivate independent learning behaviors. Teachers noted increased learner engagement and the ability to provide more targeted support. However, barriers such as inadequate vocabulary, insufficient background knowledge, time-intensive lesson planning, resistance to unfamiliar strategies, and limited access to instructional resources were also identified. These challenges point to systemic disparities that impede the consistent application of metacognitive teaching. The study underscores the need for targeted teacher training, curriculum support, and policy-driven resource allocation to institutionalize reflective reading practices in basic education.
Keywords: literacy instruction, metacognition, reading comprehension, reflective teaching
Indexing
