The Relationship between Metacognitive Awareness and Participation in Class Dicussion of Grade 12 Students of Emiliano Tria Tirona Memorial National High School integrated Senior High School S.Y 2018-2019

Abstract

INTRODUCTION

Metacognition plays an important role for students as it changes and motivates with self-regulation of their learning assess their own skills, knowledge and learning whereas teachers face different challenges inside the classrooms and could give sanctions that can help and allow students to develop thinking process that can lead them to participate during class discussions voluntarily while being metacognitively aware. This study examined the relationship between metacognitive awareness and participation in class discussion of Grade 12 students of ETTMNHS-ISHS.

METHODS

To further investigate if there is a correlation between metacognitive awareness and class participation, the researchers used two different types of questionnaires, twelve-item questions for class participation and fifteen-item questions for metacognitive awareness. The researchers also used the simple random sampling method where thirty Grade 12 students were the primary respondents and were given the questionnaires regardless of their strand.

RESULTS

Calculated value of Pearson R on the results of data collection revealed that that there is a moderate positive correlation between metacognitive awareness and participation on class discussion.

DISCUSSIONS

Result from the statistical analysis via Pearson R shows that students who are metacognitively aware are more active in class discussions as compared to students who have not yet achieved the skill or lack this skill. This implies that interventions on how to strengthen one's metacognition must be considered in order to promote greater class participation, leading to academic success in the future among the learners.