The purpose of the study is to determine the effectiveness of the metacognitive strategies as instructional approaches in teaching and learning of Basic Calculus. A number of 48 students consisting of 24 boys and 24 girls were purposively sampled in this study. Pretest-posttest quasi experimental research design was used which applied t-test and descriptive statistics. Both groups were subject to two instruments that were comprised of problem-solving test (pretest and posttest) and observation guide. Experimental group was taught Basic Calculus using metacognitive strategies while the control group was taught Basic Calculus using traditional teaching strategies. Both groups were subject to a pretest. Class observation was done while the two teaching strategies were applied. In the end, the posttest was administered to both groups to identify the effectiveness of the two teaching strategies. The data gathered were treated using paired sample t-test and independent sample t-test. The results of the study showed that the experimental group had significantly higher posttest scores as compared to control group which proved that metacognitive teaching strategies were more effective in improving the performance and problem-solving skills of the students than the traditional teaching strategies. It was also observed that students who taught using metacognitive strategies helped the students to be extremely engaged in Basic Calculus lessons cognitively, behaviorally, and affectively. The study reveals that the significant increase of the students' learning engagement in Basic Calculus lessons led the students to a corresponding increase in their posttest scores.

Pedagogical approaches and techniques are common among teachers, but some are more effective and appropriate than others. The study is focused on identifying the basic pedagogical approaches and techniques of Senior High School non-education graduate teachers (SHSNEGT) teaching General Mathematics using the purposive sampling method, the main respondents of the study are 12 SHSNEGT and two experts per school in Aliaga District, Municipality of Aliaga in Nueva Ecija. With the use of concurrent mixed-method research design and data statistical analysis, the results show that teacher-respondents whose age ranges from 25 to 38 are categorized as "young adults and professionals" and 83.33% are female with two years teaching experience in SHS, having BS Degree and specialization related in business courses as well as in their previous work. Using logical/matrix and inductive analysis and weighted mean, the subject matter-centered approach has weighted mean3.92 and the teacher-centered approach has 3.31 mean and considered dominant and "significantly evident" in teaching General Mathematics. With regards to pedagogical techniques applied by the teachers using weighted mean, "setting of objectives" has the highest weighted mean of 3.44, lesson development has 3.39, application 3.36, evaluation 3.35 and materials being used have 3.28. All items with a verbal description of "outstanding". They set their objectives based on learning competencies with three domains of learning, using board, with motivational activity on lesson development and board-work, group activity, problem sets, and quiz as a means of evaluation. Using ANOVA test analysis, previous work has significant differences in the pedagogical approaches(F=10.667, sig = .004) but there are no significant differences in terms of techniques (F=.510, sig=.65). The majority of the teachers are challenged about the attitude and behavior of the students towards learning. To develop productive notions of teaching, teachers must think of appropriate pedagogical approaches and techniques for every topic/lesson.

No abstract