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IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL, VOL. 1, NO.

1, MARCH, 2019

METACOGNITIVE SKILLS DEVELOPMENT IN BASIC CHEMISTRY OF


BACHELOR OF INDUSTRIAL TECHNOLOGY STUDENTS OF
BATANGAS STATE UNIVERSITY, PHILIPPINES

ANTONETTE T. GERON, MDM, MAEdSc.


https://orcid.org/0000-0001-5891-9763
antonettegeron@yahoo.com
Batangas State University, Main Campus I
Poblacion, Batangas City

ABSTRACT

The main goal of education is to make the students gain skills, abilities, and strategies which they
will use throughout their lives rather than to store information from their classrooms and be sponges
of knowledge initiated by their teachers. Hence, a good education should be able to show how to
learn, how to remember, how to motivate students’ and how to control their own learning. This study
focused on the students’ ability to learn chemistry by developing their metacognitive skills among a
first-year Bachelor of Industrial Technology students of Batangas State University, with an end view
of preparing metacognitive skills activities in Chemistry. Specifically, this aimed to determine the
extent of manifestation of metacognitive skills in terms of planning, monitoring, and evaluation. The
researcher utilized frequency count, weighted mean and ranking as the statistical treatment and the
Bachelor of Industrial Technology students enrolled in Basic Chemistry from the seven campuses of
Batangas State University as the respondents. The descriptive method of research was employed
by using a researchers-made questionnaire as the main instrument in gathering data. Focus group
discussion among chemistry faculty was also utilized to determine their assessment on the extent of
students’ metacognitive ability. Based on the result, it was found that the Bachelor of Industrial
Technology students from Batangas State University system showed a moderate extent of
manifestation of metacognitive skills in terms of planning, monitoring, and evaluation. Results of the
study were used as a basis for the preparation of metacognitive activities to enhance the skills of
students.

Keywords: Metacognitive Skills Development, Metacognitive Skills in Chemistry, Metacognitive


Activities, Descriptive method, Higher Education, Philippines

INTRODUCTION
imperative that they manifest, acquire critical
The nation’s quest for economic stability, thinking abilities that will enable them to make
democracy, peace, and high-quality life requires sound and firm decisions and informed choices.
a scientifically literate Filipino citizenry Tertiary students are expected to have higher
possessing high standard and advanced skills in order thinking skills or HOTS that can be attained
reasoning, creative thinking, decision-making, if students could apply the things, they’ve
and problem-solving. The youth of today, the learned. Moreover, HOTS was important and a
students, the learners will compose the voting key element in the teaching and learning process.
public, the consumers’, the law-making bodies Therefore, HOTS can be used to predict and
and the workforce in the near future. It is therefore determine the success of one student. Students

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IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL, VOL. 1, NO. 1, MARCH, 2019
basically, who have a good level and well- recognizing the frontier of one’s knowledge or
developed HOTS are expected to succeed in ability and then figuring out how to expand that
their studies and chosen fields. The Enhanced knowledge or extend the ability. Those who know
Basic Education Act of 2013, Philippine their strengths and weaknesses in these areas
Qualifications Framework, the Commission on will be more likely to actively monitor their
Higher Education Memorandum Order Number learning strategies and resources and assess
46, and the global call for transformative their enthusiasm for particular tasks and
education serve as the key catalysts of Outcomes performances (Chick, 2009). Moreover, learning
Based Education (OBE) in the Philippine chemistry and other sciences is a pre-requisite of
educational system which are met through active modernization, national development, and
enhancement of higher order thinking skills. OBE globally competitive individual. Most student
prepare students to meet the highest standards showed increase self-possession when they build
of professionals, economist, and managers. metacognitive skills because they have a well-
These also serve as the bases for selecting the established self-efficacy which improves
topics to include, how to teach, and assess motivation as well as well-developed learning
students at the highest standards required by the success. Likewise, it is a crucial task because it
actual workplace. HOTS is based on various requires more effort from the teacher to activate
taxonomies of learning created by Benjamin the thinking capabilities of the students hence,
Bloom on Bloom’s Taxonomy of Learning that students must do their part and cooperate to meet
includes analysis, synthesis, and evaluation. In the objectives of the activity. Students who
this regard, chemistry learning is transpired if applied to solve a problem in chemistry, taking
students can solve worded problems down notes are basic metacognitive skills. But, in
independently, if the students could analyze their Higher Educational Institutions (HEI’s) it is
own thinking, if they can construct knowledge, imperative that higher order thinking skills
assumed responsibility for their learning and (HOTS) are developed and explicitly involve in all
realizes that learning is a personal experience learning tasks and activities. It was believed that
that requires active and dedicated participation cooperative learning, concept mapping and
which is the focus of metacognition and reciprocal teaching are strategies that took
metacognitive skills of each student. Today, one advantage in activating student engagement and
of the main goals of education is to make the commitment in a metacognitive classroom. Also,
students gain the thinking skills and strategies teachers need to focus on students' attention and
which they will use throughout their lives, rather responsiveness on how to accomplish their
than storing information. A good education should multiple tasks. In the same degree, process goals
be able to show the students how to learn, how to must be established and evaluated with the
remember, how to motivate themselves and how students so to discover that understanding,
to control their own learning so that they can transferring, and transmitting thinking processes
teach how to learn. For all these reasons, to improves learning and the developed skills will
investigate the process of the metacognitive skills never be outdated. Developed metacognitive
of students is important. A Metacognitive manner skills are essential for the 21st-century
of teaching is like driving the students in the real- educational system because this will allows
life range and context because students manage students to successfully cope with diverse
their own learning. In the same manner, students situations and challenges in the more competitive
are motivated to arouse their interest by world of education. This research aimed to
permitting them to relate their previously learned provide opportunities for students to reflect on
ideas and concept in chemistry. (Aslan, 2016) gauging their study habits and strategies that best
Metacognitive practices help students become work for them while working on their own. This is
aware of their strength and weaknesses as also an avenue for the students to be
learners, writers, readers, test-takers, group independent in doing their lessons for them to be
member, and others. A significant element is more appropriate in the challenges of the 21st-

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GERON, A. T., Metacognitive Skills Development in Basic Chemistry, pp. 106 - 116
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IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL, VOL. 1, NO. 1, MARCH, 2019
century educational system. Where 21st-century Chemistry is also explored when metacognitive
education is more about giving students the capabilities were taken into considerations.
needed skills to succeed and helping them grow Several studies showed that improved
in confidence to practice skills like creativity, metacognitive skills can facilitate both formal and
critical thinking, proper communication, and informal learning. It can also improve the
collaboration. With so much information readily performance of new tasks and help students
available today, 21st-century skills focus on solved the problem more effectively. On the
information that was being inculcated to the viewpoint of Pashler, (2007) successful learners
students, sharing concepts and ideas that give typically use metacognitive strategies whenever
worthwhile learnings and using it in smart ways. they learn through collaborative learning style.
They state that Metacognition is a set of skills that
CONCEPTUAL FRAMEWORK enable learners to become aware of how they
learn and to evaluate and adapt these skills to
The abstract nature of Chemistry become increasingly effective at learning. In a
necessitates that its concepts and principles be world that demands lifelong learning, providing
learned in an environment where students can people with new and improved metacognitive
meaningfully grasp the material to be studied. strategies is a gift that can last forever. Further,
Students must be given opportunities to make use Ku, (2014) stated that metacognition is a part of
of their prior knowledge in order to construct new self-regulated learning (SRL) that identified
ones. It is important that students be able to metacognition as the skills that make it possible
discuss, negotiate and defend their solutions to for learners to understand and regulate their own
problems in small group settings. If these are learning. Their model divided metacognition into
consistently done in the Chemistry classroom, the knowledge of cognition and regulation of
then, meaningful learning will most likely occur. cognition. Where regulation of cognition is
One promising way by which students can subdivided into planning, monitoring, and
achieve meaningful learning is by letting them evaluation. Where planning requires the learner to
engage in academic tasks designed in a draw on relevant previous knowledge, identify
constructivist environment. Constructivism is a goals, map out the use of strategies, and manage
philosophy which espouses that students must be resources such as time and effort. On the other
actively engaged in their knowledge construction. hand, monitoring is the recursive process of self-
Constructivism asserts that knowledge is not checking and revising of strategies that occurs
passively received but is actively built up by the during a learning task and evaluation is the
learner when meaningful task is handed over to appraisal of the final outcome and consolidation
them. (Uzman, 2007) This is believed that of new knowledge acquired. These are all
academic tasks in Chemistry can be structured imperative to be a part of the metacognitive
and designed using constructivist principles to process of learning. This study on the
foster students' metacognition. The students' Metacognitive Skills Development in Basic
manner of planning, monitoring, and evaluation Chemistry of Bachelor of Industrial Technology
on their learning while using various Students at Batangas State University focused on
metacognitive activities that resulted in the extent of metacognitive skills in terms of
metacognitive profiles of students. The possible planning, monitoring, and evaluation. In this
link between students' overt metacognitive regard, the perceived assessment was used in
behaviors and their meaningful learning of crafting activities to enhance metacognitive skills
in chemistry. This study was guided by the methodology of the study which employed the use
research paradigm (Figure 1) below. The process of a questionnaire and focused group discussion.
box below describes the process which is The results of the study served as the basis of the
presented by an arrow directed from the first box. output which was the metacognitive activities to
Pertinent data of this endeavor were collected for enhance their metacognitive skills.
assessment. This portion primarily describes the

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INPUT PROCESS OUTPUT

1. The Extent of
Metacognitive
Skills of Students
in Chemistry

2. Extent of
students’ Questionnaire Activities to
manifestations in Focus Group Enhance
terms of Planning, Discussion Metacognitive Skills
Monitoring, and
in Chemistry
Evaluation

3. Difficulties Meet by
the Teachers and
Students in
Chemistry

Figure 1. Research paradigm

OBJECTIVES OF THE STUDY


University. Descriptive method of research was
utilized in the study to determine the extent of
This study was focused on the manifestation of metacognitive skills as to
metacognitive skills development in Basic planning, monitoring, and evaluation. The
Chemistry of Bachelor of Industrial Technology respondents are students enrolled in Basic
students in the different campuses of Batangas chemistry from the College of Industrial
State University with the purpose of preparing Technology of the seven campuses in Batangas
activities to enhance these skills. Specifically, it State University system. Using the Slovins
sought to answer the following questions: (1) to formula, the respondents were determined. The
assess the extent of students’ manifestations of study was composed of 348 students as the
metacognitive skills in Basic Chemistry in terms of primary respondents in the study. The researcher
planning, monitoring, and evaluation (2) to used the questionnaire as the main instrument in
determine the difficulties met by the teachers and order to gather the data needed in the study. The
students in basic chemistry, and (3) to develop questionnaires were generated to determine the
learning activities to enhance the metacognitive extent of manifestation of metacognitive skills as
skills of the students. The researcher was guided to planning, monitoring, and evaluation to come
by the research paradigm to determine the extent up with Chemistry activities. A focus group
of the metacognitive skills of the Bachelor of discussion (FGD) with chemistry teachers were
Industrial Technology students. conducted to assess the difficulties meet in
teaching – learning. The data were tabulated
METHODOLOGY according to the statement of the problem. The
researcher also used the frequency counts,
The study focused on the metacognitive skills weighted mean and ranking.
development in Basic Chemistry of Bachelor of
Industrial Technology Students at Batangas State

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RESULTS AND DISCUSSION and from the Focus Group Discussion
conducted by the researcher. This also shows
This part presents the data gathered from the interpretation and highlights of the analysis of
the questionnaires distributed to the respondents the results.

1. Extent on Students’ Manifestations of practices and a variety of experiences. The


Metacognitive Skills. following section presents the assessed
metacognitive skills of the respondents in terms
Metacognitive skills are the acquired of planning, monitoring, and evaluation.
knowledge accumulated through constant

1.1. In terms of Planning

Table 1. The Extent of Manifestation of Students’ Metacognitive Skills in terms of Planning


Planning WM WM

1. Analyzing and sequencing problem-solving in chemistry 3.02 Moderate Extent


2. Identifying where to get information on every chemistry topic 3.01 Moderate Extent

3. Giving time and schedule to study or accomplish a task in chemistry 3.01 Moderate Extent

4. Analyzing the exercises given in different chemistry topics 3.00 Moderate Extent
5. Writing to do list, listing of information and listing the steps or procedures 2.45 Least Extent
to solve a problem or accomplish a task in each topic in chemistry
6. Retrieving relevant chemistry concept that was previously discussed 2.45 Least Extent

7. Thinking and writing what one knows and does not know in the topic to 2.43 Least Extent
be discussed in chemistry
8. Setting specific goals and target on every topic discussed in chemistry 2.06 Least Extent
9. Writing the specific goals and objectives in every topic in chemistry 2.05 Least Extent

10. Reading the topic to be discussed in chemistry before the discussion 2.05 Least Extent

Composite Mean 2.55 Moderate Extent

The result showed that, analyzing and review of the problem just before they found
sequencing problem-solving in chemistry solutions to it. Furthermore, most student showed
garnered the highest weighted mean of 3.02 and increase self-confidence when they build
was verbally interpreted as moderate extent, metacognitive skills because they have a well -
while writing the specific goals and objectives in established self-efficacy which improves
every topics in chemistry and reading the topics motivation as well as well-developed learning
to be discussed in chemistry before the success. (Hacker, 2009) From the study of
discussion ranked the lowest with a weighted Winograd, (2001) showed that most chemistry
mean of 2.05 and was verbally interpreted as teachers were utilizing the metacognitive
least extent. The assessment of the extent of approach because students can readily follow
students’ manifestations of metacognitive skills and grasp the instructions given by their
as to planning gained a composite mean of 2.55 teachers. In view of this, learning should be
and was verbally interpreted as moderate extent. intensified by giving more activities that may
This means that students carefully analyzed and encourage the students to have good study habit
had a step- by- step recognition of the problem. no matter how difficult the course was. Also, it is
This also regarded that students have a concrete evident that most students show increase self-
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IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL, VOL. 1, NO. 1, MARCH, 2019
confidence when they build metacognitive skills changing world, the challenge of teaching is to
because they have a well- established self- help students develop skills which will not
efficacy which improves motivation as well as become obsolete in nature. Metacognitive
well-developed learning success. Thus, it is strategies are essential for the twenty-first
imperative that well-planned lessons must be century. They will enable students to successfully
given to each learner in the classroom. The result cope with new situations. Students who engage
from this study was parallel to the study of in metacognitive strategies are more likely to
Monem (2010) that students who engage in remain engaged in a task and persist through its
metacognitive control through the use of self- completion. Moreover, catering the interests of
regulation strategies, demonstrate a willingness the students stimulate metacognitive functions
to comply with classroom norms. On this, self – regulated learners are self - propelled and
metacognitive activities should be in teachers' independent learners, who possess relevant
priorities. Teachers need to focus students' skills which enhance their ability to construct
attention on how tasks are accomplished. knowledge and assume responsibility for their
Process goals, in addition to content goals, must own learning and realizes that learning is a
be established and evaluated with students so personal experience that requires active and
they discover that understanding and transferring dedicated participation of the learner itself.
thinking processes improves learning. In this fast-

1.2. In terms of Monitoring

Table 2. Extent of Manifestation of Students’ Metacognitive Skills in terms of Monitoring


Monitoring WM VI

1. Solving additional problems in chemistry from other references 3.12 Moderate Extent
2. Asking a friend or somebody else for help or as study partner while having 3.08 Moderate Extent
chemistry review
3.08 Moderate Extent
3. Consulting references, textbook, modules, and handouts in chemistry
4. Rewriting chemistry notes, creating tables, diagram and mapping the 3.04 Moderate Extent
important topics discussed in chemistry
2.75 Moderate Extent
5. Checking chemistry progress against goals or to do list
6. Reading the prescribed chemistry books, modules and handouts until the 2.74 Moderate Extent
topic is well understood
7. Highlighting chemical terminologies and concepts that are deemed important. 2.73 Moderate Extent
8. Reviewing solutions to the given sample problems in chemistry that were 2.63 Moderate Extent
discussed
9. Using a chemistry dictionary to look up different words that are unfamiliar 2.51 Moderate Extent
10. Reviewing returned major examination results, quizzes and exercises in 2.50 Moderate Extent
chemistry
Composite Mean 2.82 Moderate Extent

It is revealed that reviewing returned major chemistry from other references gained the
examination results, quizzes and exercises in highest ranked with a weighted mean of 3.12 and
chemistry ranked the lowest with a weighted was verbally interpreted as moderate extent. The
mean of 2.50 and were verbally interpreted as assessed metacognitive skill as to monitoring
moderate extent. Solving additional problems in acquired a composite mean of 2.82 and was

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verbally interpreted as moderate extent. This explicit criteria. In addition to this, the study
showed that students were resourceful enough to made by Saribas, (2009) showed that learners
gain information and enhance their own who were exposed to metacognitive self-
knowledge in order to monitor their learning. This assessment skills were more confident about their
was also an indication that practice and drill ability and took greater responsibility for their
activities may enhance the metacognitive learning tasks. Learners also develop self-efficacy
monitoring skills of the students. This also or a set of belief an individual has regarding the
indicates that the learners who monitor their own abilities and capabilities in specific performance
learning learned to check their own responses domain. This also influenced the choice of task,
and answer and became conscious of errors or the amount of effort expended and level of
answer that do not make sense. (Nbina, 2012) persistence in the selected task. Thus, learners
This also showed that learners tend to assess the who possess a monitoring skill were more likely to
quality of work done based on the evidence and be efficient learners with high self- efficacy.

1.3. In terms of Evaluation

Table 3. The Extent of Manifestation of Students’ Metacognitive Skills in terms of Evaluation


Evaluation WM VI
1. Thinking of an easier way to solve the
problems in chemistry after finishing the 3.16 Moderate Extent
tasked
2. Grouping students for assistance when the 3.11 Moderate Extent
chemistry topic discussed is not yet clear
3. Rewarding student after studying or 3.10 Moderate Extent
accomplishing a task in chemistry
4. Assessing how chemistry strategies can be 3.08 Moderate Extent
applied in another learning context
5. Asking student feedback after accomplishing 2.85 Moderate Extent
the activities in chemistry
6. Checking against written chemistry goals or 2.82 Moderate Extent
to do list if everything is accomplished
7. Assessing chemistry strategies based on the 2.80 Moderate Extent
performance of students on the test or
quality of submitted tasks
8. Reflecting and reviewing the result of the 2.79 Moderate Extent
examination in basic chemistry
9. Comparing the result of the examination with 2.64 Moderate Extent
other classmates and determine the error
committed
10. Reflecting on different chemistry strategies 2.62 Moderate Extent
and identifying what worked and did not
worked
Composite Mean 2.90 Moderate Extent

Evaluation is the appraisal of the final acquired. (Okoza, J.A. and Owens, O. 2013)
outcome and consolidation of new knowledge From the result, it is therefore concluded that

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thinking of an easier way to solve the problems in topics was the primary challenge to them. This
chemistry after finishing the tasked garnered a means that students cannot directly associate the
highest ranked with a weighted mean of 3.16 and topics being discussed with the actual things that
was verbally interpreted as moderate extent. On happen in real-life situations. This is parallel to the
the other hand, reflecting on different chemistry study made by Senocak, (2011) where there were
strategies and identifying what worked and did multiple reasons contributing to student’s failure
not worked gained the lowest ranked with a to engage in meaningful learning in chemistry
weighted mean of 2.62 and was verbally classrooms. However, the main hurdle lies in
interpreted as moderate extent. The assessed students’ inability to demonstrate a good
metacognitive skill as to evaluation revealed a understanding of very basic concepts of the
composite mean of 2.90 was verbally interpreted subject. Due to huge gaps in students’
as moderate extent. This moderate extent of understanding of fundamental concepts, they
manifestation of metacognitive skills as to were unable to engage in in-depth learning of
evaluation indicates that student learners know advanced level content. Teachers do try to assist
how to appraise the learning outcomes and have students to overcome the difficulties in their effort
reflected on the knowledge they gained. to make a good sense of the subject matter
Metacognitive practices help students become presented to them. The teachers do make
aware of their strengths and weaknesses as deliberate efforts to value and explore students’
learners, readers, test – takers and group prior knowledge and use it as a basis to help
members. (Osborne, 2003) The key element is students construct an understanding of concepts
recognizing and evaluating the limit of ones’ under consideration. They do try out their own
knowledge or ability to configure how to expand unique remedial tactics and instructional
knowledge and extent of their abilities. This is strategies to engage students in meaningful
parallel with the study conducted by Chick, (2009) learning. From the study of Osborne, (2003) much
that those who know their strengths and criticism has been voiced about the lack of
weaknesses in different learning areas will be systematic attention paid to problem-solving
more likely to actively evaluate their learning activities in sciences. This also reminds that from
strategies and resources and assess their the first days of science instruction, sets of routine
readiness for particular tasks and performances. problem assigned by the teacher have been part
of classroom life. As a teaching strategy, they
2. Difficulties met in Chemistry largely have been used uncritically in the
classroom. In a similar vein, it has been said that
Chemistry is one of the major branches of it would appear that nearly all physical science
science. It is one of the most important subjects education seems to be based on the optimistic
present in these days curriculum for all level of assumption that success with numerical problems
education. Being important, it became mandatory breeds an implicit conceptual understanding of
in all courses in the tertiary level specifically in the science. Thus, being related to numerical
College of Industrial Technology were basic approached in sciences, the student looked at
chemistry is part of the first year curriculum in all chemistry as a difficult subject. To create a more
courses. But chemistry by its nature is difficult engaging classroom it is important to use diverse
among other sciences due to its imaginative techniques and strategies to get the attention of
aspect, problem-solving activities and its great the learners such as cooperative learning,
relationship with mathematics. (Saribas, 2009) concept mapping and reciprocal teaching to
Due to these scenarios, chemistry appeared to be activate student engagement. Also, teachers
difficult in nature as the students look at it. There need to focus students’ attention on how to
are several difficulties met by students in accomplish their multiple tasks. Meanwhile, this
chemistry in the College of Industrial Technology study also explained that students’ tensions and
such as; the inability of the students to link ideas difficulties in chemistry were manifested by the
or making conceptual connections on chemistry close observation of different classroom situations

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such as the teacher introduced a new concept in a learning process. This may also enhance the
a lesson and students could not cope with it; a learner-centered teaching approach where
lesson involving more advanced-level information collaborative participation of students was visible.
pertaining to the subject matter under Metacognitive practices help students become
consideration; students recalling factual aware of their strengths and weaknesses as
information (word to word) instead of describing learners, writers, readers, test-takers, group
the ideas, information, or meaning in their own member, etc. A key element is recognizing the
words, students’ inability to linking ideas or bounds of one’s knowledge or ability and then
making conceptual connections and students’ do figuring out how to expand that knowledge or
not offer an explanation when giving answer to extend the ability. Those who know their strengths
question during classroom discussion. and weaknesses in these areas will be more likely
to actively monitor their learning strategies and
3. Proposed Metacognitive Activities resources and assess their readiness for
particular tasks and performances.
Metacognitive activities were developed to
enhance the metacognitive abilities of Bachelor of CONCLUSIONS
Industrial Technology Students of Batangas State
University. It is believed that practice and giving Based on the findings of the study, the
various activities with diverse difficulties can following conclusions are drawn.
enhance their skills. Metacognitive practices help
students become aware of their strengths and 1. Students from the College of Industrial
weaknesses as learners, writers, readers, test- Technology in Batangas State University
takers, group member, etc. A key element is system show a moderate manifestation
recognizing the boundary of one’s knowledge or of metacognitive skills as to planning,
ability and then figuring out how to expand that monitoring, and evaluation.
knowledge or extend the ability. For students to 2. The inability of the students to link ideas
become more metacognitive, they must be taught or making conceptual connections on
the concept and its language explicitly though not chemistry topic was revealed as the
in a content-delivery model by giving a lecture in difficulties met by the teacher and
a collaborative manner and designed according to students in dealing with chemistry.
knowledge construction approach where students 3. The prepared chemistry activities give
need to recognize, assess, and connect new skills emphasis and highlights on developing
to old ones. (Tanner, 2012). Instructors can the metacognitive skills of students in
encourage learners to become more strategic terms of planning, monitoring, and
thinkers by helping them focus on the ways they evaluation.
process information. Self-questioning, reflective
journal writing, and discussing their thought RECOMMENDATIONS
processes with other learners are among the
ways that teachers can encourage learners to Based on the findings and conclusions of
examine and develop their metacognitive the study, the following recommendations are
processes. Teaching metacognitive skills to hereby endorsed:
students gives them the key to understanding
their own thinking and learning. This shows that 1. The prepared metacognitive activities
students must be responsible enough with their may be utilized for basic chemistry
learning rather than expecting to be passive classes for the enhancement of student
learners and sponges of knowledge transmitted learning.
by their teachers. A teacher engaged in 2. Metacognitive activities in teaching
metacognitive development in their own chemistry must be practiced by the
classroom helps their students be more students to improve their learning and
participative and reflective individuals in terms of
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GERON, A. T., Metacognitive Skills Development in Basic Chemistry, pp. 106 - 116
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IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL, VOL. 1, NO. 1, MARCH, 2019
performance in the subject. Hacker, D. J. (2009). Handbook of
3. A teacher should crop the appropriate Metacognition in Education.
activities’ to continuously develop the doi:10.4324/9780203876428
metacognitive skills of the students in the
different colleges in the university. Ku, K.Y.L., and I.T. Ho. (2014). Metacognitive
4. Teacher and student should be aware of strategies that enhance critical thinking.
the different difficulties met to think of Metacognition and Learning 5(3):251-267 ·
possible solutions in order to mitigate DOI: 10.1007/s11409-010-9060-6
those difficulties in learning chemistry.
5. Parallel studies may be conducted among Lamport, M. A. (2011). Christian Education. The
different colleges in the University, in other Encyclopedia of Christian Civilization.
subject areas and courses to validate the doi:10.1002/9780470670606.wbecc1605
findings revealed by the study.
6. The future researcher may also use other Monem, R. (n.d.). Metacognitive Functions,
metacognitive skills to enhance student Interest, and Student Engagement in the
learning. Writing Process: A Review of the Literature.
Retrieved from
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https://www.officialgazette.gov.ph/2013/05/ same university. Also, she is a degree holder of
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Public Management at Pangasinan State
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towards chemistry through the development researches in both national and international fora
of metacognitive skills embedded within a and conferences. Furthermore, she has served as
motivated chemistry lab?: a self-regulated biology lecturer in Rajamangala University of
learning approach. Procedia - Social and Technology Thanyaburi, Thailand (RMUTT)
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of an On-the-Job Training student from RMUTT,
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AUTHOR’S PROFILE

Antonette G. Tegon –
Geron is a full-time
faculty member in the
College of Arts and
Sciences at Batangas
State University
(BatstateU) Pablo
Borbon Main I,
Batangas City,
Philippines where she teaches Biology subjects
and General Science courses in the
undergraduate programs. She is a graduate of
Bachelor of Science in Biology and Master of Arts
in Education major in Science Teaching from the

P – ISSN 2651 - 7701 | E – ISSN 2651 – 771X | www.ioer-imrj.com


GERON, A. T., Metacognitive Skills Development in Basic Chemistry, pp. 106 - 116
116