Metacognitive Skills Development in Basic Chemistry of Bachelor of Industrial Technology Students of Batangas State University, Philippines

Abstract

To gain skills, abilities, and strategies are the primary goal of education for every student 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 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.

The Development of Metacognitive Models to Support Students' Autonomous Learning: Lessons from Indonesian Primary Schools

“…If the brain is not ready, the learning process will never occur. On the other hand, an analysis of teacher needs is conducted in accordance with the research of [52], revealing that the main goal of education is to store information from the classroom and enable the students to acquire the skills, abilities, and strategies which they will use throughout their lives rather than to start as a sponge of knowledge initiated by their teachers.…”

“…Some of the actions conducted for this step are (a) choosing several metacognitive strategies that are appropriate, support each other, and are useful for all learners, (b) choosing metacognitive strategies that were generally applied for all learners and can be applied for all language tasks/exercises and in various communicative situations, (c) choosing a very easy metacognitive strategy and a difficult strategy for learners, and (d) including other strategies such as memory, compensation, affective, metacognitive, and social strategies or even others that can potentially support the development of metacognition of learners. Metacognitive skill is one important role in successful learning [51,52,[55][56][57][58][59][60][61][62], so this step is an essential step in determining the metacognitive strategy that is suitable for students regarding the success in achieving learning objectives.…”