Integrating Metacognitive Strategies in Senior High School Science Teaching: Exploring Teacher Experiences and Student Outcomes
DOI:
https://doi.org/10.65339/ijsis.V1.I4.270Keywords:
Academic Performance, Instructional Planning, Metacognitive Strategies, Mixed-Methods Research, Science Teaching, Student Engagement, Teacher ExperiencesAbstract
This study examined the integration of metacognitive strategies in Senior High School science teaching, its relationship with students’ academic performance, and teachers’ implementation experiences in public schools in the Division of Las Piñas. Using a convergent mixed-methods design, the study involved 55 science teachers selected through stratified random sampling and 10 teachers purposively selected for interviews. Quantitative data on strategy integration and students’ science grades were analyzed using descriptive statistics, correlation, and regression, while interview responses underwent thematic analysis. Findings indicated consistently high integration of metacognitive strategies across instructional domains, including metacognitive knowledge, regulation, instructional planning and delivery, and classroom environment and student engagement. Students’ academic performance generally ranged from satisfactory to very satisfactory. A moderate, statistically significant positive relationship was found between strategy integration and academic performance, with instructional planning and delivery emerging as the strongest predictor. Qualitative findings produced ten themes encompassing teachers’ awareness, perceived value, applications, effectiveness, student engagement, challenges, support systems, observed learning behaviors, professional growth, and advice to colleagues. Overall, the findings suggest that metacognitive integration is associated with favorable science learning outcomes, although implementation challenges require institutional support. The study recommends sustained teacher development, reflective instructional practices, and structured monitoring. Its scope was limited to public Senior High School science teachers and Grade 12 performance records in Las Piñas, restricting broader generalizability. The resulting Metacognitive Strategy Integration Observation Checklist and Rollout Framework provide practical tools for strengthening instructional monitoring and professional learning, supporting Sustainable Development Goal 4 and the sustainability of quality science education.
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