RECIPROCAL TEACHING: A METACOGNITIVE

STRATEGY TO BRIDGE READING

COMPREHENSION DIFFICULTY

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 15
Pages: 981-988
Document ID: 2023PEMJ1424
DOI: 10.5281/zenodo.10428028
Manuscript Accepted: 2023-01-12
Psych Educ, 2023, 15(10): 981-988, Document ID:2023 PEMJ1424, doi:10.5281/zenodo.10428028, ISSN 2822-4353
Research Article

Reciprocal Teaching: a Metacognitive Strategy To Bridge

Reading Comprehension Difficulty
Elar Therese F. Cataylo*, Harnalyn A. Arao, Sharmaida I. Barra, Nicole Guarte, Rey Mark G. Macasling
Jo-Ann A. Mohammad, Cristel Ann P. Santiago, Rizalyn S. Zaldy
For affiliations and correspondence, see the last page.
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 post-
test 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.

Keywords: cognizance, independent reading teaching strategy, metacognition, pedagogical approach,

reflection-based teaching strategy

Introduction interpret what is being read. It aids in the development

of knowledge, text comprehension abilities and
reading and understanding experiences in learners.
Reading is an essential skill of every individual where
most people acquire information that enables them to According to Khori and Ahmad (2019), in the field of
be functional in their everyday living. It is a teaching English reading comprehension, the teacher’s
fundamental skill that education is requiring to obtain responsibility is to help learners express their own
and where formal education depends. Reading is a way thoughts using their reading comprehension skills. It's
of giving meaning to the letters written in a sentence, crucial to understand the reading purpose—or the
phrase, or in a paragraph form. This highly recognizes reason why reading is being done— before starting to
phrases, fluency, spelling, and comprehension. This read. The efficacy of the reading is substantially
skill is what everyone should learn or acquire since it improved by understanding the purpose. Additionally,
would be difficult to understand what is being read being aware of the goal can assist one to adopt the
(Rivera, 2019). reading style that is most appropriate for that goal. As
mentioned in the study conducted by Islam (2022),
The reading comprehension is a persuasive, and Reciprocal Teaching Method in the teaching-learning
complex procedure which encompasses multiple of reading comprehension was effective in improving
interactions where the reader bridges their knowledge the learners’ reading comprehension. For the learners
with the information through the application of reading to enjoy and fully comprehend the text they are
strategies (Ting, et. al., 2021). Understanding the text reading, it is essential that they have a strong reading
from the reading materials is the key to this. The comprehension skill. Reciprocal learning strategy is
capacity to read and comprehend text is known as said to be effective in this regard because it gives
reading comprehension. It is dependent on two learners the chance to oversee their own learning while
interconnected abilities: word reading which decodes working and discussing together with their small
the symbols on the page and language comprehension group.
in which it enables learners to understand the meaning
of the words, phrases, and sentences. According to De As reported by the World Bank, the percentage of the
Belen (2021), reading comprehension is one of the learning poverty in the Philippines before the
significant skills for learners in learning English. The pandemic is 69% or approximately 69.5 percent.
researcher stated that most of the learners' important However, the percentage of the learning poverty in the
skills are comprehending what they have read. Philippines after the pandemic jacked up from 69% to
Reading comprehension aims to comprehend and 90%. In this collected data information, the association

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Research Article

concluded that 10-15 years of age learners are likely to gap between what the learners can accomplish on their
have low reading proficiency. own and what they can achieve with the presence of
assistance or support.
Vera (2022) stated that, the United Nation
International Children’s Emergency Fund (UNICEF) Research Questions
conducted a comparative study between Vietnam,
Myanmar, Laos, Malaysia, and Philippines. This study This study focused to determine the answer to the
claims that the Grade 5 level in the Philippines are following questions:
most likely to be considered as the grade levels that
have low proficiency in reading skills. The 1. What are the pre-test and post results of the Grade 5
comparative study revealed how the pandemic affects learners in the Reading Comprehension Test using the
and has a big impact on the learners especially in Reciprocal Teaching Strategy?
reading comprehension. 2. What are the pre-test and post results of the Grade 5
learners in the Reading Comprehension Test using the
Reciprocal Teaching as an approach in teaching- Traditional Teaching Strategy?
learning process as a tool to further enhance learners’ 3. Is there a significant difference in the post-test
ability to comprehend what they are reading is a results after using the Reciprocal and Traditional
Collaborative and Constructive Learning that provides Teaching Strategies?
each member of the small group the opportunity that
requires their active participation in taking part of their
Literature Review
reading process (Oczkus, 2018). Every part of the
strategy involves metacognition and aids learners in
their effort to better understand the meaning being Dadzie (2009) stated that, one of the things to help us
conveyed in the text. Regardless of learners’ skill to develop our personal growth is to make use of our
levels, the reciprocal Teaching technique serves as a knowledge based on what we are reading. Because
bridge to literacy engagement of the learners during reading is an ability to decode text or comprehend
their active participation. words. In this way, we can make connections by
means of communicating our thoughts and ideas.
Numerous studies show that metacognitive strategies Palani (2012) mentioned that problem solving,
improve learners reading comprehension such as evaluating, visualizing, and judging are one of the
Reciprocal Learning Strategy developed by Palincsar components or techniques of reading. Moreover,
and Brown (1984) which provides scaffolding to Issaet.al (2012) through reading, the learners create
support learners with reading comprehension connections and meaning out of the articles or story
difficulties. However, there are no findings about the they have read. They also comprehend the stories on
effectiveness of Reciprocal Learning being conducted their own that is being read which helps learners to
in a large group of learners working together without effectively boost their ability to visualize.
the full supervision of the teachers. Hence, this
research study aims to provide efficient data about the Furthermore, in accordance with Sari (2017), reading
learners’ ability to handle their own learning within can be integrated in different subject areas, not just in
their group discussion. English but it can cater various subjects such as
Mathematics. In addition, the four macro skills also
This research study was supported by Lev Vygotsky's play a pivotal role to develop reading comprehension.
Social Constructivism Theory. Social contact or From the fact that literacy skills such as reading,
interaction is a basic activity that occurs before writing, speaking, and listening is relevant to achieve
development since socializing was a product of comprehension skills. Through reading, we can decode
cognition. The Zone of Achieved Development (ZAD) text and access various information. Bender et al.
pertains to the learner's current level of mastery of (2008) argued that, when reading abilities are
concepts. This is what the learners can do inadequate, reading difficulties arise which causes
independently. The second phase is the Zone of learners to feel overwhelmed and frustrated. The
Proximal Development (ZPD), which can be perceived capacity of learners to comprehend out of what they
as the learning zone. This pertains to what the learners are reading, to grasp the concepts and as well as to
can do with assistance of more knowledgeable peers. provide meaning out of it. Learners should utilize their
The most productive learning activities take place in higher order thinking skills in terms of comprehending
the ZPD as it provides scaffolding or support to a selection they have read that will be beneficial for
gradually develop higher order thinking skills. It is the them in terms of providing a stronger understanding in

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Research Article

connecting and understanding the text in the comprehending the texts. They have the study group in
paragraphs. They further added that reading cannot be which the intervention was given. At first, they
taught in isolation, it is a complicated activity which experienced struggles on how to adapt reciprocal
means it requires learners to invest their time and teaching methods. But then gradually, they were able
attention to learn it effectively. to cope up with it by familiarizing the process and
steps. The DRA results of the study group have a
Reciprocal Teaching as an approach in teaching- greater potential than the controlled group who
learning process as a tool to further enhance learners’ followed the traditional way of reading.
ability to comprehend what they are reading is a
Collaborative and Constructive Learning that provides In line with Sari (2021) stated, experimental research
each member of the small group the opportunity that that consists of 32 learners grouped for traditional
requires their active participation in taking part of their group which will be taught using the conventional
reading process (Oczkus, 2018). Every part of the method and 32 learners for reciprocal group which will
strategy involves metacognition and aids learners in be taught under the implementation of reciprocal
their effort to better understand the meaning being teaching method it was concluded that learners who
conveyed in the text. Regardless of learners' skill received instruction using the reciprocal teaching
levels, the reciprocal teaching technique serves as a method outperformed from those who received
bridge to literacy engagement of the learners during instruction using the conventional method. It is
their active participation. because reciprocal teaching method requires the
learners to be active and participate during the
As stated by Palmiano (2020), the reciprocal teaching teaching-learning process within their group as they
strategy is most likely effective in tertiary level. In the are in charge to monitor their own reading and
study, the researcher concluded that the experiment understanding which highly result for them, the
between the control and experimental group which has learners to avoid from getting bored while studying
a good result where learners acquire more knowledge inside the classroom that resulted for the learners to be
in reciprocal teaching strategy. able to focus on what they are reading.
Pursuant to Anjum and Ali (2019), experimental
In the study conducted by Yunus and Ayun (2017),
research study, defined reciprocal as a successful
which intends to investigate the efficacy of the
method in terms of aiding to improve learners reading
reciprocal teaching method, they found out that the
comprehension. The researcher uses the Pre-test and
reciprocal teaching method had a significant effect on
Post-test equivalent group design. The researchers
the reading comprehension of EFL learners.
concluded the importance of practicing the use of such
Furthermore, they concluded that the reading process
techniques in a classroom environment will strengthen
should start with respecting learners' prior knowledge
the potential for learners to enhance their critical
and experiences. It is also crucial that the reading
thinking skills and developing reading habits as a
materials to be used in the classroom is relatable to
learner.
learners' lives or something that is near to their
As asserted by Khori and Ahmad (2019), helping experiences which they may find interesting. And
learners to use their reading comprehension abilities to questions regarding a particular reading material shall
convey their own ideas is one of the teacher’s be answered by the learner afterwards. The learner's
responsibilities when they teach English reading language proficiency shall be considered at the same
comprehension. It's crucial to understand the reading time and most importantly, they can express their
purpose or the reason why reading is being done thoughts freely.
before starting to read. The efficacy of the reading is
substantially improved by understanding the purpose. As stated by Dadabhoy & Dadabhoy (2021), this study
Additionally, being aware of the goal can assist one has shown that strategies have a positive impact on
adopt the reading style that is most appropriate for that enhancing the reading skills of the learners.
goal. Researchers also encouraged teachers must use model
and most especially the reciprocal teaching strategy
In accordance with the study of (McLaren, 2018) inside the classroom setting in order to provide
reciprocal teaching have made a huge impact on the effective learning in the context of group discussion.
learning progress of the 3rd grade learners specifically However, A study of Rivera and Taglucop (2019),
in their level of reading comprehension. The investigating the effectiveness of reciprocal reading
researcher made used of the Developmental Reading strategy on reading comprehension among the learners
Assessment (DRA) to assess their level of of Canitoan National High School using Quasi-

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Experimental Method. The Researchers concluded assignments. It aims to examine whether there is a
based on the data that is being gathered and analyzed, casual relationship between these variables which will
the reciprocal reading strategy is not an effective likely affect the level of reading comprehension of the
reading intervention to improve the reading fifth-grade learners.
comprehension level of the learners. The researcher
believed that what hinders the effectiveness of Procedure
reciprocal reading strategy in this learner gave little
attention towards the reciprocal. As reported by the The research instrument used in this research study
World Bank, the percentage of the learning poverty in was adapted using the Phil-IRI scale; an assessment
the Philippines before the pandemic is 69% or
tool that is intended to be used in evaluating and
approximately 69.5 percent.
analyzing learners reading comprehension proficiency.
However, the percentage of the learning poverty in the The learners were categorized into three (3) levels
Philippines after the pandemic jacked up from 69% to according to their reading comprehension competency,
90%. In this collected data information, the association frustrated level, instructional level, and independent
concluded that 10-15 years of age learners are likely to level. The traditional group and the reciprocal group
have low reading proficiency. went through two (2) phases to determine their
individual reading comprehension competency level.
Vera (2022) stated that, the United Nation In the first phase, the researchers gave pre-test to both
International Children’s Emergency Fund (UNICEF) groups without any treatment used and gathered the
conducted a comparative study between Vietnam, results. And for the final phase, the researchers gave
Myanmar, Laos, Malaysia, and Philippines. Grade 5 the post-test with the application of treatment to the
level in the Philippines are most likely to be
reciprocal group which was the reciprocal teaching
considered as grade levels that have low proficiency in
strategy and the traditional group, the traditional
reading skills. The comparative study revealed how the
teaching strategy (independent reading). The statistical
pandemic affects and has a big impact on the learners
tool that this research study utilized were the
especially in reading.
following: mean, standard deviation and independent
sample T-test.To determine the pre-test and post-test
Methodology scores of experimental and controlled groups using
descriptive tool mean. T-test measures the post-test
and pre-test of both traditional and reciprocal group
This study employed Quasi-Experimental Research
which was coined by Campbell and Stanley (1963)
before and after the implementation of the reciprocal
that aims to determine the cause-and-effect teaching strategy. Specifically, it measured the two
relationship between an independent and dependent groups’ mean and found its probability of the
variable without randomly assigning the participants to differenced.
their respective assignments by examining whether
there is a casual relationship between independent and Ethical Consideration
dependent variables.
This study considered the following Research Ethics
Participants Protocol. The letter of permission was asked from the
College Dean of College of Teacher Education to
The respondents of the study were the select eighty facilitate the gathering of data. Upon approval, the
(80) Grade 5 learners consisting of two (2) sections at approved letter was presented to the school principal,
Western Mindanao State University-Integrated class advisers, English teachers, parents, and learners
Laboratory Elementary School Department (WMSU- to inform them of the intent of the letter. The
ILS) of school year 2022-2023. schedules of distribution and retrieval of
questionnaires were also arranged with them. The
Instruments of the Study
researchers personally supervise the gathering of data
This study employed a quantitative quasi-experimental to ensure that it was carried out accordingly. The
research design which was coined by Campbell and researchers ensured the confidentiality and privacy of
Stanley (1963) that aims to determine the cause-and- the data gathered. Conflict of interest was also
effect relationship between the two variables without considered in this study to avoid bias among
randomly assigning the respondents to their respective respondents.

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Research Article

Results and Discussion The second research question that this study sought to
answer is: What is the pre-test and post-test results of
the Grade 5 learners in the Reading Comprehension
The first research question that this study sought to Test using the Traditional Strategy?
answer is: What is the pre-test and post-test results of
the Grade 5 learners in the Reading Comprehension Table 2. Pre-test and Post-test Results of the Grade 5
Test using the Reciprocal Teaching Strategy? learners using the Traditional Teaching Strategy

Table 1. Pre-test and Post-test Results of the Grade 5

learners exposed in the Reciprocal Teaching Strategy

Table 2 presents the Pre-test and Post test scores

obtained by the Grade 5 learners exposed in the
Traditional Teaching Strategy. As seen in the table
Table 1 presents the Pre-test and Post test scores above, the pre-test score is 2.8750 with a standard
obtained by the Grade 5 learners exposed in the deviation of 1.20229. On the other hand, post-test
Reciprocal Teaching Strategy. As seen in the table yielded a value of 3.0500 with a standard deviation of
above, the pre-test score is 2.9000 with a standard 1.43133. The results revealed that there is an increase
deviation of 1.31656. On the other hand, post-test in the score obtained by the pre-test to post-test by the
yielded a value of 4.8000 with a standard deviation of learners exposed in the traditional teaching strategy.
1.18105. The results revealed that there is an increase Based on the learner’s test results there is a slight
from the pre-test to post-test score obtained by the increase in level of reading comprehension. This can
be inferred that the implementation of traditional
learners exposed in the reciprocal teaching strategy.
teaching strategy yields better performance from the
Based on the learner’s test results there is an increase
learners’ pretest and post-test result. The theory placed
level of reading comprehension as their pre-test result.
together by Mather and Champagne (2015), which
This can be inferred that the implementation of
claims that the traditional method of instruction or
reciprocal teaching strategy had improved learner’s
lecture-based approach refers to long-standing
metacognitive abilities as they were able to retain
practices found in schools, can be used to support this
concepts that gradually develops their reading
conclusion. The traditional method of instruction
comprehension skills. The findings revealed that
involves teachers taking center stage in the classroom
reciprocal teaching strategy is an effective teaching
while the learners act as passive listeners. Using visual
instruction.
aids and other various activities that encourage
teacher-student interaction are common methods of
A study conducted by Kula and Budak, (2020) on the
instruction which evidently affects the learners’
use of the reciprocal teaching strategy in English,
academic performance.
specifically in improving learners reading
comprehension, can be used to support the findings. The third research question that this study sought to
According to the study, reciprocal teaching is an answer is: Is there a significant difference in the post-
effective technique for improving learners reading test results after using the Reciprocal and Traditional
comprehension skills. Additionally, it showed that the Teaching Strategy?
reciprocal group had more self-efficacy.
Table 3. Significant Difference in the Post-Test Scores
Furthermore, the finding of this study is related to of the reciprocal and traditional groups.
Rodli and Prastyo(2017), it says that utilizing
Reciprocal teaching strategy appears to be the most
approp riate for teaching English reading
comprehension for improving learners’ reading
effectiveness; and also, to help learners better
remember what they read as it provides higher order
thinking instructional strategy that can make them
fully engaged in the reading learning process.

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Table 3 presents the t-test analysis of the Grade 5 A quantitative quasi-experimental research design was
learners using reciprocal teaching strategy for used for this research study. Furthermore, purposive
experimental group and traditional teaching strategy sampling was used to select respondents based on the
for controlled group. ere exposed to reciprocal objectives of our study to filter out irrelevant responses
teaching strategy and traditional teaching strategy. The that do not fit the context of our study. The
analysis yielded a computed p value of 0.000 which is respondents were the Grade 5 learners of Western
less than the alpha value of 0.05 level of significance. Mindanao State - Integrated Laboratory Elementary
It means that the decision is to reject the null School Department (WMSU-ILS) academic year
hypothesis. The two teaching strategies vary in terms 2022-2023. An adapted tool was utilized to provide
of the effectiveness in improving the reading pre-test and post-test assessments. The Phil-IRI
comprehension of the learners. assessment tool was mandated by DepEd for learners
to enhance their reading comprehension proficiency.
The result implies that Reciprocal Teaching is The descriptive tool means, standard deviation and the
effective than Traditional Instruction. This finding can independent sample T-test serves as a statistical tool
be supported by the study conducted by (Thakur & used in this study. To determine the pre-test and post-
kumar, 2019) on the use of Reciprocal Teaching on test scores of the experimental and controlled groups,
English Reading Comprehension of learners who are descriptive tool mean was used. T-test was utilized to
low achievers in English. The study shows that identify the significant difference between the post-test
Reciprocal Teaching Strategy has a positive effect on results of experimental and controlled groups.
the reading comprehension of the student. It was also
rev ealed that in the p o s t - test of reading Based on the results reflected in this study, the
comprehension, significant differences were found following conclusions were drawn: The post-test
between the learners in the reciprocal group and results from both groups yield increased remarks for
traditional group. experimental group who are exposed in Reciprocal
Teaching Strategy and for controlled group who
The results can also be backed by the hypothesis of undertake Traditional Teaching Strategy. Moreover,
Habok et al. (2021) on the use of the reciprocal there is a significant difference in the pre-test and post-
Teaching Strategy which encompasses strategic test scores of the Grade 5 learners in the traditional and
approach such as questioning, clarifying, summarizing, reciprocal groups when it comes to addressing their
and predicting. It seeks to enhance learners reading reading comprehension difficulties. Learners in
comprehension skills and aims to develop their ability experimental group gradually adapt with the strategy
to generate new concepts independently. The study and applied it effectively in English subject which
confirmed that there was a statistically significant makes them active, reflective and strategic learners.
difference between the experimental and control
groups post-test results. This proved that the reciprocal The Department of Education must place emphasis on
strategy is an effective approach than other the needs of the teachers in terms of providing
conventional method of instruction or traditional monthly training, seminars, and workshops that seek to
teaching. Learners were able to gradually cope with address learners' reading comprehension problems.
and improved their decoding skills by critically Moreover, they are also suggested to create, manage,
assessing their own thoughts and ideas. and design curriculum that delivers quality instruction
that meets the learners learning needs.

Conclusion The administration is encouraged to develop a

community of readers that addresses learning goals
and seeks to provide a strong and solid foundation to
This study was undertaken to identify the effect of respond to the needs of every learner in today's
Reciprocal Teaching Strategy on learners' reading century, especially in reading comprehension skills.
comprehension difficulty in English subject. It sought
to answer learner’s pre-test and post-test results after The teachers are encouraged to develop professional
using reciprocal teaching strategy and traditional growth through research exploration and continuous
teaching strategy. Moreover, the significant difference learning to upgrade their pedagogical skills, such as
of post-test results of experimental and controlled developing and utilizing appropriate teaching
groups was determined. The null hypothesis was techniques, strategies, methods, and approaches to
rejected as there is a significant difference between the meet the needs of 21st century learners.
pre-test and post-test results of learners after using
reciprocal and traditional teaching strategies. The learners must expose themselves to various

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Research Article

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