Learning molecular genetics in a metacognitive-oriented environment

• Main Author: Sagun, Richard Deanne C.
• Format: text
• Language: English
• Published: Animo Repository 2018
• Subjects: Science > Study and teaching > Philippines; Science > Study and teaching > Activity programs > Philippines
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/5631
• Institution: De La Salle University

The goal of the study was to investigate the effectiveness of integrating a metacognitive-enhanced approach and self-regulated learning strategies in understanding molecular genetics. The study was also aimed at exploring the roles of self-efficacy and metacognition considering the students scientific reasoning skills. The study utilized action research design that involved quantitative and qualitative techniques to explore the answers to the research questions. The study specifically applied the PDSA (Plan-Do-Study-Act) model. The study involved ninety-five (95) Grade 10 students of the Ateneo de Manila Junior High School. All students were enrolled in the Regular Grade 10 Science Program where the researcher is the one handling their classes. However, only eighty-six (86) students data were included in the analysis due to absence during pre- and post-test implementation. In the Plan Stage, the Metacognitive Enhanced Learning Resource Materials in Molecular Genetics (MELRMMG) were developed. The modules were validated by content experts, science educators, and curriculum development specialist. The Do Stage focused on the classroom implementation of the MELRMMG. Prior to the instructional phase of the modules, the Two-Tier Molecular Genetics Concept Test (TMGCT), Metacognitive Orientation Learning Environment Scale-Science (MOLES-S), Metacognitive Awareness Inventory (MAI), and the Self-Efficacy and Metacognition Learning Inventory-Science (SEMLI-S) were administered to the students.