Explicating the Metacognitive Reading Awareness of Pupils in Private Schools: A Quan-Qual Approach

The purpose of this study was to investigate the level of metacognitive reading awareness among pupils in private schools. It sought to explore the lived experiences of pupils in developing and applying their metacognitive reading awareness. This study is a mixed method design, utilizing parallel convergent approach. The participants were the Grade 6 pupils in private schools. There were 63 pupils who were being selected using the complete enumeration technique for quantitative and 14 for the qualitative: seven for in-depth interview and seven for focus group discussion which were purposively selected. Results revealed a high level of metacognitive reading awareness particularly in phonemic awareness, phonics, and vocabulary development. The study underscores the experiences of pupils in developing their metacognitive reading awareness emphasizing the difficulties they face which are experiencing metacognitive reading awareness challenges, improving metacognitive reading awareness through practice, developing reading proficiency through metacognition, strengthening proficiency through vocabulary and metacognition, and empowerment from teachers through guided reading strategies and support. While the quantitative phase revealed that pupils exhibit a high level of metacognitive reading awareness, the quantitative data disconfirms it by highlighting the difficulties that pupils face in applying their metacognitive reading awareness. The findings from both the qualitative and quantitative phase diverged, implying that there is a need for ongoing, supportive reading instruction that bridges knowledge and practical use. Educators must provide authentic reading experience for learners that will allow them to actively practice and develop their metacognitive reading awareness.