Effects of using metacognitive strategies in teaching physics problem-solving

• Main Author: Bangga, Dionafer
• Format: text
• Language: English
• Published: Animo Repository 2019
• Subjects: Metacognition; Physics > Study and teaching; Problem solving; Education; Physics
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/7138
• Institution: De La Salle University

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.