Metacognitive Lesson Guides: Its Effect on the Chemistry Performance of Novice and Expert Learners

Abstract

Teaching the learners in a way that their metacognitive skills are developed is essential in attaining better performance. To achieve this purpose, this study measured the effect of metacognitive lesson guides and conventional lesson plans using descriptive comparative design. A group of novice and expert learners was taught using metacognitive lesson guides and another group using conventional lesson plans. Results showed that the metacognitive group performed better in the teacher-made test than the conventional group. Thus, the formulated lesson guides enhanced the metacognitive skills of the learners.