Effects of using metacognitive strategies in teaching physics problem-solving
A common scenario that a Physics teacher would encounter are students saying that they already understand the concepts but just cannot do the problem solving. This study used metacognitive strategies in teaching Physics problem-solving to Grade 12 Senior High School students (N=53) of Las Pinas Nati...
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| Format: | text |
| Language: | English |
| Published: |
Animo Repository
2019
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| Subjects: | |
| Online Access: | https://animorepository.dlsu.edu.ph/etd_masteral/7138 |
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| Institution: | De La Salle University |
| Language: | English |
| Summary: | A common scenario that a Physics teacher would encounter are students saying that they already understand the concepts but just cannot do the problem solving. This study used metacognitive strategies in teaching Physics problem-solving to Grade 12 Senior High School students (N=53) of Las Pinas National High School Main under Science, Technology, Engineering, and Mathematics (STEM) strand on a two-week implementation to determine its effect on Physics Problem-Solving performance. The metacognitive strategies that were used were Exam Wrapper, Exit Ticket, Metacognitive Modelling, Metacognitive Note Taking, Logical Problem-Solving, and Think-Pair-Square (TPS) Strategy. It employed a pretest-postest quasi experimental design and mixed method approach. The study revealed that before the implementation, all the students (N=40) were described to have a Below Beginning level of Physics Problem-Solving skills. The identified primary difficulty was analyzing the problem. Additionally, Wilcoxon Signed Rank Test showed that the performance of the student before and after the intervention was significantly different p < 0.001, α = 0.05 with a medium effect size of 0.62. And significant relationship was also found using Spearman’s rank order correlation, r = .71and, r = .71 and the p-value < 0.001, α = 0.01. |
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