T-Shaped graduates: Developing cognitive and metacognitive (socioemotional) skills in a science, technology, engineering, and mathematics-aligned course using project-based approach in an online learning environment

Abstract

This mixed method study investigated the impact of a T-shaped model in the teaching of a course that is aligned with science, technology, engineering, and mathematics (STEM) using a project-based approach in an online context. Manifestations of knowledge and metacognitive/socioemotional skills were examined. In particular, the use of the proposed teaching paradigm tested the development of cognitive, interpersonal, and intrapersonal competencies. After the completion of each of the nine tasks, respondents (n=113) representing all students enrolled in Media and Information Literacy (MIL) rated their development of the applicable skillsets via a Likert Scale survey. Activities involving all three T-shaped skillsets scored high, indicating significant enhancement of skills. All the projects did not test significantly in the ANOVA single-factor analysis, recording p-values of more than 0.05, suggesting that the T-shaped skills were equally engaged and capacitated. Projects involving two competencies scored high as well and tested negatively using ANOVA (p = >0.05). Triangulation through interviews of 10 students using purposive sampling corroborated the findings. Results point to the need to integrate T-shaped skills in education. A T-shaped model in the teaching of STEM and humanities subjects is presented. This research delved on intentional integration of skills development in MIL, one of the core subjects in Philippine senior high schools (SHS) in response to employability issue among SHS and college graduates within the confines of a junior college in Pasig City, Metro Manila. Finally, the entire manuscript is original and is a result of an experiment and analysis of available literature.