Metacognitive Approaches and Learning Modalities to improve Integrated Science Process Skills

Abstract

The study was an attempt to determine the effects of metacognitive strategies on integrated science process skills. The learning modalities of the respondents as accommodators, convergers, divergers, and assimilators and their initial level of Integrated Science Process Skills were identified. The Integrated Science Process Skills were controlling variables, defining operationally, formulation of hypotheses, interpretation of data, experimentation, and formulation of models. Using an experimental design of research, it involved the 72 Grade 11 students in San Bartolome Integrated High School, San Pablo City during the Academic Year 2019-2020. Survey questionnaires for learning modalities, integrated science process skills test and metacognitive instructional plans were utilized to gather the data. Results revealed that there was a significant difference in the pre and post-test scores within the PLAN group in terms of all the integrated science process skills of the learners while controlling variables and formulation of hypotheses were not significantly different for the RT group. For the difference of pretest scores between groups, no significant differences were noted and all skills were different except for controlling variables and formulation of models for the post-test scores difference.