Level of multicultural Extent of metacognitive strategies Level of literary

awareness utilized by the SHS LEARNERS appreciation

Cursory motivating Cognitive Value

Augmented organizing and planning Affective Value
Advocating collaborating Ethical Value
Operative managing stress Aesthetic Value
Metacognitive note taking
applying

This study aims to determine and analyze the impact of multicultural

awareness and metacognitive strategies on SHS Learners’ Literary Appreciation.

This research specifically wants to answer the following questions:

1. What is the level of multicultural awareness of SHS students as assessed

by teachers and students in term of:

1.1. Cursory,

1.2. Augmented,

1.3. Advocating,

1.4. Operative, and

1.5. Metacognitive? (Descriptive Research Question)

2. Is there any significant difference between the assessment of teachers

and student with regard to multicultural awareness? (Comparative

Research Question)

3. To what extent are metacognitive strategies utilized by the SHS

LEARNERS as assessed by teachers and students in terms of:

3.1. Motivating,

3.2. organizing and planning,

3.3. collaborating,

3.4. managing stress,

3.5. note taking, and

3.6. applying? (Descriptive RQ)

4. Is there any significant difference between the assessment of teachers

and student with regard to metacognitive strategies? (Comparative

Research Question)

5. What is the level of literary appreciation of SHS student as assessed by

the teachers and the students in terms of:

5.1. Cognitive Value,

5.2. Affective Value,

5.3. Ethical Value, and

 5.4. Aesthetic Value?

6. Is there any significant difference between the assessment of teachers

and student with regard to literary appreciation? (Comparative

Research Question)

7. Is there any significant relationship between multicultural awareness

and literary appreciation of SHS students? (Relationship-based RQ)

8. Is there any significant relationship between metacognitive strategies

and literary appreciation of SHS students? (Relationship-based RQ)

9. Does multicultural awareness singly or in combination significantly

impact literary appreciation of SHS students? (Impact Analysis RQ)

10. Do metacognitive strategies singly or in combination significantly

impact literary appreciation of SHS students? (Impact Analysis RQ)

11. Based on the result, what output may be proposed?

“Social Media Memes as an Instructional Tool in Teaching the
Concept of Economics to Grade 9 Students of Santa Rosa
Science and Technology High School AY 2020 - 2021”

Groups: Experimental Group and Controlled Group

1. What is the level of acceptability of social media memes as an instructional tool as assessed by

teachers and school heads in terms of:

1.1. Objective,

1.2. Content,

1.3. Language and style,

1.4. Illustration,

1.5. Organization, and

1.6. General evaluation?

2. Is there any significant difference between the assessment of teachers and school heads on level

of acceptability of social media memes as an instructional tool?

3. What is the mean score of the experimental group in pretest?

4. What is the mean score of the controlled group in pretest?

5. Is there any significant difference between the mean score of experimental and controlled

group in pre-test?

6. What is the mean score of the experimental group in posttest?

7. What is the mean score of the controlled group in posttest?

8. Is there any significant difference between the mean score of experimental and controlled

group in posttest?

9. Is there any significant difference between the pre-test and posttest of the experimental group?

10. Is there any significant difference between the pre-test and posttest of the controlled group?

11. What are the challenges encountered by the teacher using social media memes as instructional

tool?

12. Based on the result, what compendium of social media memes can be proposed?