Abstract
This research study assessed the effects of research-based learning (RBL) on the metacognitive awareness of senior high school (SHS) students, specifically metacognitive knowledge and metacognitive regulation, and the correlation between their subcomponents. Fifty-six (56) Grade 12 students who have taken research subjects were obtained as respondents using purposive sampling. The respondents answered a 52-item metacognitive awareness inventory (MAI) with 17 items on metacognitive knowledge and 35 items on metacognitive regulation. Findings show that RBL developed a high level of conditional, procedural, and declarative knowledge among SHS students. The learning approach also developed a very high level of debugging strategies, and a high level of planning, information management system, evaluation, and comprehension monitoring. Furthermore, there is a weak or a moderately significant positive correlation between some subcomponents of metacognitive knowledge and metacognitive regulation as the effect of RBL. In conclusion, RBL has a considerable impact on the metacognitive awareness subcomponents of Grade 12 students.Corresponding author:Mark Anthony Catedral MamonDOI: 10.24071/ijiet.2020.040210
Highlights
In the Philippines, research subjects are offered in the Senior High School (SHS) curriculum of the K-12 program as applied track subjects
This study aimed to determine the effects of RBL on the metacognitive knowledge and metacognitive regulation of SHS students, and the correlation between their subcomponents as an effect of RBL. This quantitative research used a cross-sectional study design wherein it assessed the effects of research-based learning (RBL) on the metacognitive awareness, metacognitive knowledge and metacognitive regulation, of senior high school (SHS) students
The participants of the study included fifty-six (56) Grade 12 students who already took the applied track subjects’ Practical Research 1 and Practical Research 2, and who are currently taking up Inquiries, Investigations, and Immersion (III) subject
Summary
In the Philippines, research subjects are offered in the Senior High School (SHS) curriculum of the K-12 program as applied track subjects. These subjects are offered in both Grade 11 and 12 levels. These subjects include Practical Research 1 (PR1), Practical Research 2 (PR2), and Inquiries, Investigations and Immersion (III). It is evident that SHS curriculum is a research-based learning (RBL). It is a learning model that enables the students to analyze, synthesize and evaluate their integration of knowledge and its application in real life (Susiani et al, 2018). RBL is characterized as an authentic learning that used problemsolving, cooperative learning, hands-on, and inquiry-based discovery approach
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