Self-Regulatory Learning Activities for Metacognition in Creative Writing of SHS Grade 12 Students

Abstract

Self-regulatory activities are one of the essential learning designs for the development of lifelong learning. Through self-regulatory activities, the learners practice their metacognition at school and even their working alone in the activities. Even without the teachers’ presence, students will take the initiative and be responsible in their learning. However, some students experience some difficulties working alone, in which the learning process depends on direct information from the teachers. Therefore, this study aims to identify the different types of preferable self-regulatory activities and the advantages and disadvantages of this work for the students. The research was conducted in a public school in Antipolo City with a total number of participants of (123) one hundred twenty-three grade 12 students from GAS, HUMSS, and OHS. This research utilized quantitative research using a survey questionnaire. To analyze the data, the researcher used descriptive analysis to identify the weighted mean, standard deviation, and ranking. The data showed that most learners preferred notetaking (documentation), activities/ quizzes, and assignments (study alone). While for them, self-regulatory activities help them to improve the step-by-step learning process, improve learning styles, and construct learning with their classmates. During the disadvantages, students need more time to finish activities due to working and struggle with not having references at home. The researcher suggests the following steps for improvement in implementing self-regulatory activities that improve students' learning: researching, awareness, designing, supporting, and developing.