Effect of Metacognitive Strategies on Secondary School Students to Achieve Sustainable Learning Skills
DOI:
https://doi.org/10.48112/aessr.v3i4.601Abstract
Abstract Views: 1573
This study aimed to determine the effect of metacognitive strategies on secondary school students’ self-regulation, self-consciousness, and learning skills. Using a quasi-experimental research design with a pre and post-test technique, the data was gathered from the secondary school students with the assistance of the integration of metacognitive strategies within the lectures of the science instructors. The findings of the study reveal a significant effect of using metacognitive strategies within science lectures on the self-regulation and learning skills of secondary school students. The study recommends that science instructors consider implementing appropriate metacognitive techniques in the classroom, in particular, and the schools’ management to arrange workshops for science instructors to learn to integrate the metacognitive techniques, in general.
Keywords:
Cognitive self-consciousness skills, Learning skills, Metacognitive strategies, Science instructors, Self-regulation skillsReferences
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