Republic of the Philippines

Department of Education
Region XII
KIDAPAWAN CITY NATIONAL HIGH SCHOOL
Kidapawan City

`PEDAGOGIC INSTRUCTIONS AND METACOGNITIVE SKILLS OF

GRADE 8 STUDENTS IN PHYSICS: SY: 2015-2016

Ritche Gaviola-Jangolan
Teacher III
Kidapawan City National High School

NOVEMBER , 2015
Abstract

This study aimed to find out if pedagogic instruction has an effect on the

metacognition skills of grade 8 high school students using a quantitative method

approach, a design to test the effectiveness in the use of specified Pedagogical instruction

to the level of skills of the respondents Metacognitive. . Specifically it sought to find out if

there is significant difference in the skills of the students in Metacognitive applying the

three different Pedagogical Instruction of Grade8 students in Kidapawan City National

High School. The probability sampling technique was used in this study. Simple random

sampling technique was used. Mean, Standard Deviation, One-way Analysis of Variance,

were the statistical tool used. Results were analyzed carefully and statistically interpreted

using Statistical Packages for Social Sciences (SPSS) software student version 20. The

result of the study revealed that there was a significant difference of the three Pedagogical

instruction to the Metacognitive skills of the respondents. Results also shows that

pedagogic instructions prompting experience provides a rich environment for the

development of metacognitive skills that can promote problem solving skills in Physics

among Grade 8 Students.

Introduction

One of the major concerns in science education is the lack of metacognitive skills
demonstrated by students. In spite of extensive research in the field of metacognition over
the past few decades, there are still important areas that remain largely under-explored.
The difficulty in metacognition among grade 8 students in a heterogeneous class was
observed particularly in Physics.

In 2013,Aura defined metacognition, as the conviction in one’s ability to

successfully organize and execute courses of action to meet desired outcomes is one of

the most powerful and reliable predictors for inference success. She further explains that

learning in a science classroom requires students to be self-regulated and this trait goes

hand in hand with self-efficacy and metacognition. Hence, attention is increasingly being

paid to the importance of metacognitive skills in learning. This was supported by American

Journal 2010, which poses the importance of metacognition for high-quality learning and

problem solving is widely creating a learning experiences. Moreover, metacognition

through metacognitive prompting on its own acts as a catalyst to evoke the use of self-

regulation strategies, such as understanding the nature of a problem, selecting and

monitoring strategy, evaluating outcomes, and revising and sometimes abandoning

strategies if deemed unsuccessful. Students would benefit from training in metacognition

because it also impacts motivation. Pedagogic prompts are suggested as an instructional

technique for enhancing students’ learning that increases metacognitive skills. (Banet

and Ayuso,2012)

Metacognition is defined most simply as “thinking about thinking.” Metacognition

consists of two components: knowledge and regulation. Metacognitive knowledge

includes knowledge about oneself as a learner and the factors that might impact

performance, knowledge about strategies, and knowledge about when and why to use

strategies. ( Lai 2011)

According to The authors note that in cognitive psychology, metacognition is often

defined as a form of executive control involving monitoring and self-regulation, a point

echoed by other researchers (McLeod, 1997; Schneider & Lockl, 2002). Further, Schraw

(1998) describes metacognition as a multidimensional set of general, rather than domain-

specific, skills. These skills are empirically distinct from general intelligence, and may

even help to compensate for deficits in general intelligence and/or prior knowledge on a

subject during problem solving.(Lai 2011)

For a long time educators have recognized that students learn a single unit of material at

different speed/rate. The differences in rate of learning permit slower learners to progress

at their own pace while faster students accomplish more during a set of period time.

Motivation to learn may increase when students immediately absorb all that have been

taught.

Most teachers know that if students reflect on how they learn, they become better

learners. For example, some students may think and process information best in a quiet

library, while others may focus better surrounded by familiar noise or music. Learning

strategies that work for math may be different from those applied in the study of a foreign

language. For some, it takes more time to understand biology than chemistry. With

greater awareness of how they acquire knowledge, students learn to regulate their
behavior to optimize learning. They begin to see how their strengths and weaknesses

affect how they perform (Mitchell, 2015)

A variety of methods for promoting metacognition have been studied, and, although

focusing on either awareness or monitoring, they often are described using different

terms. For example, such methods include metacognitive cueing, reflective prompting,

questioning, self-generated inferences; self-monitoring or reflection, and self-

explanations. Many of these strategies can be grouped within the broader category of

metacognitive prompting, which define as ‘‘an externally generated stimulus that

activates reflective cognition or evokes strategy use with the objective of enhancing

learning (Aura,2013).

By practicing and applying metacognitive strategies, students will become good

readers, capable of handling any text across a curriculum. Because metacognitive

strategies appear obvious, some teachers might believe that students in intermediate

grades begin the school year cognizant of these strategies and experienced in using

them. The truth is, most students are unaware of the metacognitive process. Yet only

through “thinking about thinking” and using metacognitive strategies do students truly

learn. With that in mind, consider the following three main reasons to teach metacognitive

strategies. (Fogarty 1994):

This is how teachers want students to approach new learning, with students feeling

empowered and not overwhelmed, armed with a toolbox of strategies that help them

tackle new learning and easily make connections to what they already know. Because
these strategies do not come naturally to a lot of students, we must explicitly teach them,

and research shows it makes a big difference in their performance. (Carlson)

Metacognitive strategies refers to methods used to help students understand the way

they learn; in other words, it means processes designed for students to 'think' about

their 'thinking'.

Teachers who use metacognitive strategies can positively impact students who have

learning disabilities by helping them to develop an appropriate plan for learning

information, which can be memorized and eventually routine. As students become

aware of how they learn, they will use these processes to efficiently acquire new

information, and consequently, become more of an independent thinker.

Significance of the Study

The results of this study are helpful to various professionals engaged in the

teaching of Physics. More specifically the following are benefited:

The Students. Students gain awareness of their own mental states, they begin to

answer important questions, How do I understand Physics? How do I become

knowledgeable on Physics? How do I feel good about myself when I understand Physics?

The Science Teacher. All teachers are encouraged to develop a repertoire of

alternative strategies in teaching science. New strategies may have therapeutic effects
on the teacher. They break the routine aspect of teaching. It will make one up- to- date
and prepared for anticipated changes in the future school of science.

Central to this study was the conceptualization of pedagogic instruction that

increases the performance measured of student’s metacognition through metacognitive

prompting. The independent variables were pedagogic instructions. The dependent

variable was the metacognitive skills of grade 8 students in Physics.

Further the study aimed to determine whether pedagogical instruction have an

effect on the Further, the following terms were operationally defined: Pedagogic
Instruction refers to the three teaching strategies which are the Multimedia activity,
Game and Peer teaching.

Metacognitive skills refer to the student’s knowledge regarding the specific tasks
for comprehension.

metacognitive skills in Physics. This is knowing what one knows and doesn’t know in

Physics. Students will become an independent assessor of their own comprehension and

understanding in Physics.

Specifically, it sought to answer the following queries

1. What is the extent of teaching strategies in terms of 1.1. Lecture1.2 Peer

Tutoring and 1.3 Game. 2. What is the level of metacognition Performance in

Physics. 3. Is there a significant difference in Metacognitive Performance of

students in terms of Lecture, Peer Tutoring and Game. 4.. What is the effect

size of teaching strategies to Metacognitive Performance of the Grade 8

students of Kidapawan City National High School.

Hypothesis: 1. There is no significant difference between Metacognitive Skills

and Pedagogic Instruction.

Method
The researcher applied the Quantitative Descriptive Comparative Research

Design.. This design entails quantitative using ONE WAY ANOVA and interpretation .It
involve 90 randomly selected grade 8 students in Kidapawan City National High School.

Secondary data were collected and using. Mean and Standard Deviation were generated

to draw out picture for statement no. 1 and 2, while One Way Analysis of Variance or

Tukey Comparison to address problem no. 3 and partial eta squared was done to produce

empirical evidence showing claims for statement problem and qualitative questions to

answer Metacognitive Skills that addresses problem 4. The Post test was administered

in three sections that were randomly selected for the study.

Results and Discussion

Based on the findings, the foregoing results and discussions are presented.
Table 1. Mean Scores of the Three Groups When Exposed to Pedagogical
Instruction
Pedagodical N SD Mean Descriptive
Instruction Interpretation
(Refers to Scaling)
Game 30 11.91 35.1 Average
Peer Teaching 30 6.38 31.433 Average
Lecture 30 1.77 7.33 Low

Table 1 shows the mean score of the three groups when exposed to Pedagogical
Instruction. It displays that Game Approach obtain the highest mean rating (M= 35.1, SD=
11.91) which is described as Average and Lecture registers the lowest mean rating
(M=7.33, SD=1.77) which is labeled as Low.

Table 2. Level of Skills in Improving Metacognition in Physics

Variable N SD Mean Descriptive
Interpretation
(Refers to Scaling)
Metacognitive Skills 90 16.97 24.622 Average

Table 2 illustrates the level of Metacognitive Skills. It reveals that the skills in
metacognition marks a mean score of (M=24.622, SD=16.97) which is describe as
Average.
Table 3. One-Way ANOVA on the Significant Difference of Students’ Skills
Metacognitive Skills when exposed to Different Pedagogical Instruction.
Sum of df Mean F- p- Decision on Ho
Squares Square value value

Between 13652.42 2 6826.21

Groups
137.738 49.56 .000 Reject
Within Groups 11982.73 87
Total 25635.16 89

Table 3 displays One-Way ANOVA on the significant difference of Students’ Skills

in Metacognitive areas when exposed to different Pedagogical Content. It reveals that
there is a statistically significant difference at the p<.05 level in skills in Metacognitive
Skills for the three levels of Pedagogical Instruction (F (2, 87) =87 within)=4.6, p=.000).
Thus, the decision is to reject the Null Hypothesis.

The results of the study corroborate with skills of the students improved as it
undergone the varied pedagogic instruction. Therefore, these strategies were useful and
had impact on students’ improvement in the field of science.

Table 4. Effect Size of Pedagogic Instruction to the Metacognitive Skills in Teaching

Physics
Sum of Squares Total Sum of Eta-Squared Remarks
Between Groups Squares

13652.42 25635.16 .53 large Effect

Table 5 reveals the effect size of Pedagogic Instruction to the metacognitive skills
in Physics. The Eta-squared statistic (.53) indicated a large effect size.
Conclusion

1. Among the Pedagogical Instruction in teaching, Game had the highest mean in
in terms of strategy in teaching Physics.

2. The level of skill in improving metacognition Performance in Physics of the

grade VIII- heterogeneous students of Kidapawan City National High School
was Average.

3. There was a significant difference to the Student’s’ Metacognitive skills in

Physics for the three levels of instructional pedagogies.
4. Pedagogic instruction has a moderate effect size to the skills in metacognitive
skills of grade VIII students in Physics.

Recommendation

Based on the aforementioned findings and conclusions, the following are

recommended:

1. Teachers may apply several pedagogical approaches and methodologies in

teaching their lessons.
2. Teachers may modify, revise and develop its styles and approaches depending
on the need of the learners learning styles.
3. Teacher may intensify students’ involvement and participation to enhance their
learning skills and develop higher order thinking skill.
4. Another study may be conducted to determine the effect size of using
Pedagogical Instruction and techniques if there is significant difference.

References:

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Performance: A Mixed Method Study
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https://teal.ed.gov/sites/default/files/Fact-Sheets/4_TEAL_Metacognitive.pdf

Fogarty (2000), as cited by Sieber ,J.(2013). Journal of Empirical Research on Human

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