The effects of social interaction grouping, and type of chemistry tasks on students' metacognitive experiences in stoichiometric problem solving

• Main Author: Fabelico, Fitzgerald Liclican
• Format: text
• Language: English
• Published: Animo Repository 2008
• Subjects: Chemistry; Stoichiometry
• Online Access: https://animorepository.dlsu.edu.ph/etd_doctoral/217; https://animorepository.dlsu.edu.ph/context/etd_doctoral/article/1216/viewcontent/CDTG004478_P.pdf
• Institution: De La Salle University

This paper investigates the effects of social interaction, grouping, and type of chemistry tasks on students metacognitive experiences in stoichiometric problem solving. This study is anchored on Vygotskys zone of proximal development. This paper studies the educational dimension of social interaction like ability grouping and chemistry tasks and the social dimension of social interaction like metacognitive functions, transactive structures, and collaborative metacognitive activity. This descriptive study employed both quantitative and qualitative methods. The participants are the freshmen BS-Nursing students of Saint Marys University, Bayombong, Nueva Vizcaya who are enrolled in the first semester of SY 2007- 2008. The conclusions of this study are as follows: students metacognitive functions, transactive structures, collaborative metacognitive activity, and metacognitive experiences vary across ability and chemistry tasks. Moreover, metacognitive functions and transactive structures are weakly correlated with ability grouping and with chemistry tasks. Students metacognitive functions, transactive structures, and collaborative metacognitive activity affect quantitatively students metacognitive experiences. The effects of metacognitive functions and transactive structures on students metacognitive experiences do not vary across ability but varies across chemistry tasks. The effects of collaborative metacognitive activity on students metacognitive experiences vary across ability and chemistry tasks. vi Across ability, assessment of strategy influences feeling of difficulty while the generation of new idea influences estimates of effort and time. Other monitoring influences feeling of difficulty and estimate of effort. Across chemistry tasks, assessment of results influences estimate of solution correctness and feelings of confidence and satisfaction. Other monitoring influences feeling of difficulty. For successful collaboration across ability, feedback requests and other monitoring on the assessment of strategy; and other monitoring on the assessment of understanding influences estimate of solution correctness and feeling of satisfaction. For successful collaboration across chemistry tasks, feedback requests and other monitoring on the assessments of strategy and understanding influences feeling of difficulty.