THE USE OF METACOGNITIVE STRATEGY IN TEACHING ECONOMICS

A Research Proposal Presented to the

Faculty of Teacher Education Department
Gov. Alfonso D. Tan College
Maloro, Tangub City

In Partial Fulfillment
Of the Requirements for the Degree of
BACHELOR OF SECONDARY EDUCATION
MAJOR IN SOCIAL STUDIES

Princess Grace B. Rato

Liza L. Ondin
Angensan A. Ewican
Ailyn Gerabon

October 2017

June 2017
 Chapter 1

THE PROBLEM AND ITS SCOPE

Background of the Study

The OBE 21st century setting demands rapid and continuous change for the betterment of

the future. A curriculum which integrates student interests, active learning, and collaboration,

affords frequent opportunities for students to use metacognitive thinking skills. According to

Dignath and Buttner, (2008), metacognitive strategies refer to a learners knowledge of their own

cognitive processes. So in other words, metacognition is the understanding and awareness of

ones own thought processes. For students, in order to be an effective learners they must not only

use their memory and the language skills they have internalize but they also need to develop their

own way of learning. However, students do not spontaneously engage in metacognitive thinking

unless they are explicitly encouraged to do so through carefully designed instructional activities.

The International Journal of Education, Learning and Development (2012) states that a

lot of many people rely on metacognition to achieve active learning. Various institutions have

relied on the metacognitive skills that help in facilitating thought processes of the students.

Indeed, many students under metacognitive strategies tend to learn various aspects of education

unique to the skills used. However, in the conventional curriculum, students are passively

absorbing information rather than acquiring knowledge (Kline, 2006). Educational research

indicates that this format of teaching is frequently unstructured, the acquisition of skills is left

largely to chance and is subject to little quality control, students are inadequately monitored, and

feedback is seldom given (National Teacher Education Journal (2014). According to the

Inclusive Schools Network (2014), in a traditional classroom setting, the loudest or most forceful
students often gains the advantage in discussion. But in a learner centered approach everyone

was given a chance to voice out and participate in class hence the teachers are there to guide and

facilitate them to be metacognitively aware learners. As affirmed by Pierre Gagne et al. (2009),

metacognition enable students to be more active in their learning. When students are able to

manage their own performance on a task, they perform better and their learning is more

meaningful than when they are not able to manage it.

Teachers who use metacognitive strategies help students develop an appropriate plan for

learning information. As students become aware of how they learn they will use these processes

to efficiently acquire new information and consequently become more independent thinkers.

Metacognition affects self esteem of students and poor metacognition unable to develop proper

self esteem. Individual students with poor self esteem lack the valor and art of planning,

assessing, and evaluating their learning skills. Way back the time that we had our Field Study at

various schools here in Tangub we have observed that the instructional strategies that teachers

used could somehow be responsible for the low achievement of the learners in the class.

However, we believe that using an appropriate strategy at any given learning objective could

enhance students achievement.

Therefore, this study of us is set to find out if the metacognitive teaching strategy could

enhance learners achievemenr at Tangub City National High School.

Theoretical Framework

This study is anchored to Lev Vygotskys Zone of Proximal Development theory.

The zone of proximal development (ZPD) has been defined as "the distance between the actual
developmental level as determined by independent problem solving and the level of potential

development as determined through problem solving under adult guidance, or in collaboration

with more capable peers" (Vygotsky, 2001). He also viewed that interaction with peers as an

effective way of developing skills and strategies. He also says that teachers use cooperative

learning exercises where less competent children develop with the help from more skillful

peers - within the zone of proximal development. Also when a student is in the ZPD for a

particular task, providing the appropriate assistance will give the student enough of a "boost"

to achieve the task source.

The ZPD is the gap between what a learners has already mastered, his actual level of

development, and what he can achieve when provided with educational support, called potential

development (Middleton,2008). It is believed to point out the difference between the child's

capacity to solve problems on his own, and his capacity to solve them along with receiving

assistance (Schultz, 2004).

Wood et al. (2006) stated that once the student, with the benefit of scaffolding, masters

the task, the scaffolding can then be removed and the student will then be able to complete the

task again on his own.On the other hand, ZPD comprises scaffolding process which is

performing the activities with the help of teacher, a parent, caretaker, language instructor or

another peer who has already mastered that particular function. Scaffolding process refers to a

variety of instructional techniques used to move students progressively toward stronger

understanding and, ultimately, greater process independence in the learning process. Furthermore,

once the student, with the benefit of scaffolding, masters the task, the scaffolding can then be

removed and the student will then be able to complete the task again on his own (Wood et al,

2006).
 The notion of the ZPD clearly reflects Vygotskys view on the nature of human

development and interrelation between learning and development. Learning, which is distinct

from development, may lead to development and ZPD is the abstraction that describes the

mechanism and potential effect of learning on development.It is emphasizes the distance

between what a learner can learn by him/herself and what he/she can learn by assistance of

teachers or peers. So in scaffolding process peers or teachers help is necessary for a childs

development within the ZPD (National Journal of Language Teaching and Research 2012).

Morever, Wertsch and Stone (2001) believe that research on teaching has been

stimulatedin the past few years by some seminal concepts from recently translated works of

Vygotsky. His thoughts affect our understanding of learning and teaching. Vygotskys insights

have also affected our understanding of teaching. In his theory, what a learner can learn without

the help of others can be considered as developmental level. Moreover Bruner (2004) says that

assisted versus unassisted performance is distinguishing point so that teaching must be redefined

as assisted performance and teaching occurs when performance is achieved with assistance

through a childs ZPD.

Moreover, Zimmerman(2002) says that metacognitive strategy are used in the various

phases of the learning process as described namely: Forethought phase which involved

development of planning strategies; Performance phase actually learning or task performance

takes place ;Self performance phase during when the learner evaluates. In effective classrooms

instruction teachers are responsible for helping students develop better metacognitive skills by

incorporating active reflection throughout the learning process.

Anderson (2008) stated in his book, Intervening in the Use of Strategies, in order to have

metacognitively aware learners we must have metacognitively aware teachers. He also says that
the ultimate goal is to help the learners take control of their own learning, it is the teachers role to

bring about the learners self awareness, by improving and providing structured direction on when

and how to use strategy. Students can be encouraged to develop a sense of their own knowledge

by asking questions such as "What do I know?" What don't I know? and "What do I need to

know." The types of reflective questions can help students become more self-aware and help

them to make real world connections to the information they are currently learning.
 Experimental Study

Metacognitive Strategy

First Trial Run

Kakapusan at Kakulangan
Experimental Second Trial Run
Group Pangangailangan at Kagustuhan

Pre- Post
Vygotskys Zone of
test -test
Enrichment
Proximal
Program
Development (1987)

Controlled
Group First Trial Run
Kakapusan at Kakulangan

Second Trial Run

Pangangailangan at Kagustuhan

Figure 1. Schematic Diagram of the Study

Statement of the Problem

The purpose of the study is to determine the effect of Metacognitive Strategy in Teaching

Economics. Specifically, this study seeks answer to the following questions:

1. What is the level of student learning using Metacognitive Strategy (Experimental) and

Conventional Approach (Controlled) in Teaching Economics as revealed in the pre-test result

during the first and second trial run?

2. What is the level of student learning using Metacognitive Strategy (Experimental) and

Conventional Approach (Controlled) in Teaching Economics as revealed in the post-test result

during the first and second trial run?

3. Is there a significant difference in the students learning between Metacognitive

Strategy (experimental) and Conventional Approach (controlled) in Teaching Economics as

revealed in the pre-test result during the first and second trial run?

4. Is there a significant difference in the students learning between Metacognitive

Strategy (experimental) and Conventional Approach (controlled) in Teaching Economics as

revealed in the post-test result during the first and second trial run?

5. Based from the result of the study what enrichment program can be proposed?

Significance of the Study

The result of this study merits the following:

Students. This study will help students in acquiring skills that they can use in resolving

and understanding complex social studies ideas.

Teachers. They will learn coping strategies for handling a mismatch of teaching and

learning styles.
 Parents. Through this study they will be able to encourage and to support their

son/daughters to use metacognitive strategies in teaching learning process. Also they will

realize the importance of metacognitive strategies in Historical learning.

School Administration. This study has a great importance in helping educational

institutions on ways through which they can improve the metacognitive capabilities of

their students.

Researchers. They can get hint on what learning strategy fit much in the field of History

and also this improves their ability as a future mentor in history

Research Methods

This section presents the research design, research setting, research environment,

research instrument, validation of research, data gathering and statistical treatment of the study.

Research Design

This study will use a quasi-experimental type of research where the two sections in

Tangub City National High School will be experimented. Quasi-experimental type of study

resembles an experiment, but the variables that distinguish the groups are not directly

manipulated. It is used when researchers want to dedicate greater resources to issues of external

and construct validity (Shadish, Cook, & Campbell, 2002).

Research Setting

This study will be conducted at Tangub City National High School located in Mantic,

Tangub City. TCNHS has the largest population in terms of high school students and this is the

only public high school in the urban area of Tangub City. Now that the school is adopting the K-

12 Program they are expected to raise students performance at different level. The K to 12

Program covers Kindergarten and 12 years of basic education (six years of primary education,
four years of Junior High School, and two years of Senior High School [SHS]) to provide

sufficient time for mastery of concepts and skills, develop lifelong learners, and prepare

graduates for tertiary education, middle-level skills development, employment, and

entrepreneurship( k12philippines.com).

Research Respondents

The respondents of the study will be the students of the selected two lower sections in

Tangub City National High School Grade -10. Mostly in TCNHS , sections consists of 30-40

students . Having respondents with diverse characters somehow challenge us to do an

experimental study about metacognitive strategy in teaching Social Studies.

Research Instruments

In conducting the study, the researchers will use two lesson plans for conventional

approach and another two for Metacognitive strategy. The proponents of this study will provide

researchers questionnaire about the topic that will be discuss during the demonstration based on

the Curriculum Guide.

Validation of Instrument

The researchers made-lesson plan and the varied questions adopted from the topic that

will be discussed will be presented to the research adviser and school statistician for checking

and validation of the appropriate tools needed in the study.

Data Gathering Procedure

The researchers-made lesson plan will be used to gather the needed data. Before

conducting the said study, a letter of permission to conduct the research will be secured and will

be given to the principal of Tangub City National High School. Then the proponents will inquire

consent from the teacher to conduct the demonstration for the pretest and post test. After it will
be granted, the proponents will present topics in Araling Panlipunan in line with their lessons.

The proponents will conduct the 1st trial run and the 2ndtrial run applying both methods in

teaching. The scores of the students in their pretest and post test in both trial runs will be

collected and the significant difference of the said scores will be computed, analyze and

interpreted statistically

Statistical Treatment

In analyzing and interpreting all the gathered data, the researchers used the following

statistical measures:

Descriptive Statistics

1. Mean Percentage Score. This will used to identify the increase of performance of the first

and second trial run.

100% =1
=

Where I= Individual Score

T= Perfect Score

N= Number of Scor

2. T-test. Test will be employed to identify the significance difference of the academic

performance between conventional and metacognitive strategy in teaching economics.

 1
2
=
1 1
+
1 2

Where:

1
Is the mean score for the Pretest and Post test for Conventional Approach

2
Is the mean score for the Pretest and Posttest for MetacognitiveStrategy

1 Is the number of students in the class with Conventional Approach

2 Is the number of students in the class with MetacognitiveStrategy

(1 1) + (2 1)22
12 =
1 + 2 1

12 Is the variance of the Pretest and Posttest for Conventional Approach

22 Is the variance of the Pretest and Posttest for Metacognitive Strategy

Scope and Limitation of the Study

This study will determine the most effective between Metacognitive strategies and the

conventional modes of teaching. The respondents are the students in the selected two lower

sections in Grade-10 at Tangub City National High School. This will be conducted within the

first and second grading S.Y. 2017-2018.

Definition of Terms

For better understanding of this work the following terms are completely and

operationally defined in this study.

Conventional Approach. The conventional approach to education is to provide information

detailing certain descriptions and procedures that are found in identified subjects it alsorefers to

long-established customs that society traditionally used in schools (Oxford 2013). In this study it

is used to compare and to know the effectiveness of the two strategies.

Metacognitive Strategy. Metacognitive strategies refers to methods used to help students

understand the way they learn; in other words, it means processes designed for students to 'think'

about their 'thinking' (Online Glossary (2014). In the study it is used in order to know the

effectiveness of the strategies being apply.

Post test. This is a test given to students after the completion of an instructional program or

segment and often used in conjunction with a pretest to measure their achievement and the

effectiveness of the program (Merriam Webster 2009). In this study it is used to measure the

learning of the student after the discussion of the researchers.

Pretest.This is a test given to determine if students are sufficiently, prepared to begin a new

course of study (Thesaurus 2014). In the study it is used to test the prior knowledge of the

student before the researcher discusses the topic.