Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 15 no. 10 (2023)

Reciprocal Teaching: a Metacognitive Strategy To Bridge Reading Comprehension Difficulty

Elar Therese Cataylo | Harnalyn Arao | Sharmaida Barra | Nicole Guarte | Rey Mark Macasling | Jo-Ann Mohammad | Cristel Ann Santiago | Rizalyn Zaldy

Discipline: Education

 

Abstract:

This study focused on the effect of Reciprocal Teaching as a collaborative and constructive learning that covered the 80 selected grade five learners of Western Mindanao State University - Integrated Laboratory School during the academic year 2022-2023. Purposive sampling was used to select two groups from grade five based on the result of the pre-assessment. Quasi-experimental research employing a non-randomized pre-test and post-test control group design. Percentage, mean, standard deviation, dependent and independent T-test were used to explore the effectiveness of Reciprocal and Traditional Teaching Strategies in teaching Grade Five English in Integrated Laboratory School. This study revealed that learners who received reciprocal teaching strategy has higher mean score than the learners in the traditional teaching strategy. Statistically, there is a significant difference in the posttest results of reciprocal teaching strategy and traditional teaching strategy. The study concluded that the Reciprocal Teaching had developed learner’s cognition which improves retention of concepts and ability to assess and process one’s understanding.



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