CAMARINES SUR NATIONAL HIGHSCHOOL

S/Y 2021-2022

DIFFERENT LEARNING STRATEGIES OF GRADE 12 HUMSS-6 IN NEW NORMAL

(SCHOOL YEAR 2021-2022)

DELDA, EMELLYN SHANE

ITAY, JOHN PATRICK

MANIBOG, MEKKA MAE O.

REGONAY, ANGELICA

12 HUMSS-6

MRS. VIVIAN C. BELTRAN

SUBJECT TEACHER
I. Introduction

Learning Strategies are key concepts used in regulating self in active and
effective learning. These are strategies used by learners to be able to actively
participate in learning and improve their learning experience, especially this new way
of learning in this new normal setting. Learning strategies are students’ way of
organizing and learning by using a particular set of skills to achieve the tasks mor
effectively and efficiently (Schumaker & Deshler, 1992).

Base on the study of Garcia, Betancor & Blanco (2007), there are three types of
learning strategies advocated. These are cooperative, metacognitive and motivational
learning strategies. Cooperative learning is by students interacting with one another to
share and discuss information about their learnings. By this, students can improve
their academic knowledge and skills thru group work (Dansereau, 2014). According to
Ribeiro (2003) metacognitive learning is all about thoughts and knowledge about
oneself and reflections on actions. Motivational strategy is applied through words,
action between the interaction of the teacher and students. Students when using
motivational strategy motivates themselves into doing the specific task (Yousevin,1).

At this midst of pandemic students are having a hard time answering their
modules. Students are still unable to adjust and accept the new way of learning.
Different learning strategies are used by the learners for them to be able to cope up to
their lessons. The researchers conducted a survey that used Likert Scale, that used
three scales that was used in the study of Garcia, Betancor & Blanco (2007):
cooperative, metacognitive and motivational learning strategies, to identify the
preferred and used learning strategy of the students of 12 HUMSS-6. The researchers
used Google Forms to collect the data. There are 10 respondents of the study from 12
HUMSS-6. Based from the results, the students preferred using the metacognitive
strategy.

Metacognitive learning strategy refers to conscious monitoring, sequential

processes to control learning, decisions of the students make before, during and after
learning, asking reflective questions to yourself and helps you to be a self-aware
problem solver and take control of your learning. This strategy is used to plan, monitor
and regulate the information process to attain a specific goal (Zimmerman & Martinez-
Pons, 1986). According to the description of Simsek (2006) about metacognitive
learning strategy, it is about the self-awareness of a student about his/her own
capability in a particular learning area. Some examples of metacognitive strategies are
self-critique, taking responsibility, and changing study habits.

In this time of pandemic, especially that there is a new learning system, Azevedo
et al. (2008) observed that students frequently used ineffective metacognitive
strategies inside the online learning environment. Students have set goals to particular
task for them to be able to monitor their performance while doing the task. But there
are circumstances that students lack time management in doing a certain task. They
give more time to a specific task without noticing the other set goals that they have
planned for the other task. The presence of social media, the students may be
addicted to social media and use it excessively. Scrolling through articles,
photographs, and videos can become so habitual that it interferes with other aspects
of student’s life. Not everyone who uses social media becomes addicted to it.
However, as this activity becomes more widely available, more people may acquire a
social media addiction at some time in their life. Students with healthy self-esteem
have a positive attitude toward themselves and life in general. Students with low self-
esteem are more likely to see themselves and their lives in a negative and critical
perspective. This has an impact on their learning, planning, monitoring, and self-
control. Students with low self-esteem are taught the unhelpful notion that the only way
to cope is to avoid things.

II. Background

Online learning and the use of modules including reading materials and
assignments that students can do at home are the new way of learning because of the
pandemic. Gatherings such as students going to school in places where there is a high
risk of COVID19 cases are not allowed that’s why there’s no face-to-face classes.
Students have been able to cope up with their new way of learning this pandemic.
 According to the article that Mateo, J. (2020) have written, it is by communicating
with one another that students can improve their academic knowledge and abilities.
Instead of a fixed teacher/learner or tutor/tutee role, cooperative learning refers to
student engagement that is based on equal cooperation in the learning process. Active
information processing and cross-modeling/imitation are two key tasks that this
learning method tends to support.

According to University of North Carolina, metacognitive learning strategy is

thinking about how you think and learn. The key to metacognition is asking yourself
self-reflective questions, which are powerful because they allow us to take inventory of
where we currently are (thinking about what we already know), how we learn (what is
working and what is not), and where we want to be (accurately gauging if we’ve
mastered the material). Metacognition helps you to be a self-aware problem solver and
take control of your learning. By using metacognition when you study, you can be
strategic about your approach. You will be able to take stock of what you already
know, what you need to work on, and how best to approach learning new material.
The result of their study metacognition may provide the students with the most
promising tools to enhance their success in distance learning. Metacognition strategies
include planning, monitoring, and self-regulation. Planning tactics such as skimming
the materials and monitoring/self-regulation strategies such as self-testing and test-
taking tactics have been utilized by high-achieving students.

Some of the students have also adopted study techniques in order to be able to
actively learn. These tactics are employed by students who procrastinate frequently,
and have found that using these techniques has helped the students become more
productive in work. The Pomodoro technique is named after the Italian word
"pomodoro," which means "tomato." This strategy allows students to alternate
Pomodoro’s (timed intervals focused on a single activity) with a time interval and
numerous brief pauses. This will let the students break down the task that they’re
going to perform first, then set a 25-minute alarm to complete it, take a 5-minute break
when it sounds, and then set another alarm to complete the other tasks. It's crucial to
hear the programmed alarm in a Pomodoro technique; small activities should be
grouped together and completed before the timer goes off.

According to the study of Nemouchi, metacognitive strategies help the student to

accomplish complex tasks, to be able to be independent, self-sufficient and creative
self-directed learners. The researcher selected and analyzed strategies with social,
affective and cognitive dimensions: monitoring comprehension and production, self-
reflection (self-management) and thinking aloud and self-explanation. Nemouchi
concluded that the said metacognitive strategies helps the students not only to
improve their performance but also to raise their self-awareness.

Kisac et al. determined the correlation between the metacognitive strategies to

the levels of self-confidence about learning. The study focused on the three essentials
skills of metacognitive strategy (planning, monitoring, and evaluation). The results
showed that the use of metacognitive strategies follow with higher levels of self-
confidence. It was also found that students prefer the strategies note-taking,
summarizing, outlining and reflecting were used most by the students.

III. Analysis of Alternatives or Options in solving the problem/s encountered

The following are the problems that the students encountered when using
metacognitive learning strategy:

1. Spending too much time on social media

Whether you use social media to keep in touch with friends and family,
watch videos, or simply "waste time," its popularity has skyrocketed over the
last decade. This is particularly true for children and teenagers, as well as
young and middle-aged adults. So, how can a seemingly innocuous pastime
become an "addiction"? Using social media, like other sorts of behavioral
addictions, can have a negative impact on your brain. You may be addicted to
social media and use it excessively. Scrolling through articles, photographs,
and videos can become so habitual that it interferes with other aspects of
your life (Au. Reachout.Com).
 2. Lack of Time Management
Students have been unable to manage their time correctly as a result of
the change in the new manner of learning that has occurred as a result of this
pandemic. Metacognitive learning strategy helps the student in solving this
problem but in this strategy, the students need to organize and plan how to
proportionally split their time to complete specific tasks in order to be able to
manage their time, as well as to identify, choose and plan specific goal.
Students must maintain self-control in order to avoid procrastination and
failure to complete the work on time.

3. Low Self-Esteem

Low Self-Esteem When students have healthy self-esteem, they tend to

feel positive about their selves and about life in general. When the self-
esteem is low, students tend to see their selves and their life in a more
negative and critical light. This also affect their learnings, their planning,
monitoring and self-regulation. Low self-esteem teaches the students the
unhelpful rule that the only way to cope is by avoiding things.

Proposed Solution

The following are the proposed solutions to solve the encountered problems
when using metacognitive learning strategy:

1. Spend less time on social media

2. Goal-setting and advanced planning

3. Boost self-confidence and build self-respect

 IV. Results and Discussion from the Proposed solutions

This simplifies the discussion of the proposed solution of the study:

1. Spend less time on social media

There are numerous things you may do to spend less time on social media. In this
one although it may seem counterintuitive to use an app to reduce your app usage,
there are numerous apps and features that can assist you in limiting your social media
usage (Au. Reachout.Com).

● Forest lets you set a time limit (say, 20 minutes) for not using your phone. A
digital plant will grow in the app during this period. Forest will send you a
notification to get off the app or your plant will die if you use it at this time.

● Daywise allows you to arrange when you receive notifications so that they don't
continuously interrupt you.

● iPhone's Do Not Disturb feature mutes all calls and notifications (such as
vibrations or screen lights) when the phone is locked.

● On Instagram, under "Your Activity" in your account settings, you can see how
much time you spend using the app daily. To reduce your usage, set a daily
reminder that notifies you when you've reached the time you've decided to
spend on the app.

● In Settings on your iPhone, you can turn on "Screen Time", which will give you
reports on your phone usage and allow you to set usage limits.

2. Goal-setting and advanced planning

According to the study of Nemouchi, goal-setting and advanced planning helps

the students to review the main ideas of their specific task. Students should identify
their strengths and weaknesses in doing the task to be able to achieve a well-
organized plan. Organizing a plan on how to achieve in setting goals and determine
the parts and sequence of ideas that the students want to express. By selective
attention: students must be capable of reading and writing keywords, phrases, ideas
and types of information that is needed on their specific task in able to achieve their
specific goal. By Self-management: students should be mindful of their time used in
doing the task, and the way and the environment where they will facilitate their
learning. Students should make a to-do list or provide themselves a notebook to
write their goals whenever they have to do their task and where they will write their
time-plan to have an advanced plan. By that, the students will be able to manage
their time and worry less to the things that will interfere them while doing their task.

3. Boost self-confidence and build self-respect

To boost the student’s low self-esteem, they need to identify the negative beliefs
that they have about their selves, then challenge them. There are ways to improve
low self-esteem:

• Be kind to yourself

- In time that you feel like being self-critical, always remember to be gentle
to yourself. In a situation where you give advice to your friend, that has the
same situation you are in, think what you'd say to your friend and apply it
yourself. We tend to give better advice to others than to ourselves.

• Give yourself a challenge

- Set a goal for yourself where it'll be beneficial in increasing your self-
esteem, such as joining an exercise class or attending a social event. As you
achieve your goals, your self-esteem will improve (NHS, 2020). By this,
students will be able to at least help themselves to be able to maintain or
improve their self-regulation, and be able to complete their task and goals.
 V. Recommendation

The researchers conducted a survey using Google Forms to determine the preferred
learning strategy of the students of 12 HUMSS-6. Base on the study of Garcia, Betancor
& Blanco (2007), there are three types of learning strategies advocated. Cooperative,
metacognitive and motivational learning strategies is used as the scales on the Likert
scale for the survey. The results shows that the metacognitive learning strategy is the
preferred and used learning strategy of the students of Grade 12 HUMSS-6. The
researchers recommend when gathering the data, in terms of determining the learning
strategy used by the students, it's better to add other learning strategy to the survey.

The researchers recommend to identify more problems encountered aligned to the

determined learning strategy, by interviewing the students and by also asking the
students some suggestions on how they are able to cope up with this problems.

In connection with this study, the researchers would like to suggest the following
recommendations to the individuals, groups or organizations:

a) For the students, the researchers recommends to not just focus on using one
learning strategy. There are other learning strategy that can help them in doing
their specific task. It is also recommended that, students should be aware of what
they are doing, and be mindful of alloting time to a specific task.

b) For the teachers, the researchers recommend that teachers should also be
mindful about what is happening to their students and making sure that the
students are learning actively.

c) For the parents, the researchers recommend that parents should also be
aware of the wherabouts of their children. It's their responsibility to always check
on their children and monitor what they have been doing. And as for the
uneccesary stuff they been doing such us spending their time on it, there should
be a consequences/punishment to face. They should inform their children that in
every wrong decision there is an associated punishment. Parents should teach
their children to be disciplined and be responsible. By teaching their children the
 things they need to know their children will learn a lot, lessons they will bring until
they are older. And their children would never dare again to commit mistake
because they definitely learn now their lesson.

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