IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL, VOL. 1, NO.

1, MARCH, 2019

METACOGNITIVE SKILLS DEVELOPMENT IN BASIC CHEMISTRY OF

BACHELOR OF INDUSTRIAL TECHNOLOGY STUDENTS OF
BATANGAS STATE UNIVERSITY, PHILIPPINES

ANTONETTE T. GERON, MDM, MAEdSc.

https://orcid.org/0000-0001-5891-9763
antonettegeron@yahoo.com
Batangas State University, Main Campus I
Poblacion, Batangas City

ABSTRACT

The main goal of education is to make the students gain skills, abilities, and strategies which they
will use throughout their lives rather than to store information from their classrooms and be sponges
of knowledge initiated by their teachers. Hence, a good education should be able to show how to
learn, how to remember, how to motivate students’ and how to control their own learning. This study
focused on the students’ ability to learn chemistry by developing their metacognitive skills among a
first-year Bachelor of Industrial Technology students of Batangas State University, with an end view
of preparing metacognitive skills activities in Chemistry. Specifically, this aimed to determine the
extent of manifestation of metacognitive skills in terms of planning, monitoring, and evaluation. The
researcher utilized frequency count, weighted mean and ranking as the statistical treatment and the
Bachelor of Industrial Technology students enrolled in Basic Chemistry from the seven campuses of
Batangas State University as the respondents. The descriptive method of research was employed
by using a researchers-made questionnaire as the main instrument in gathering data. Focus group
discussion among chemistry faculty was also utilized to determine their assessment on the extent of
students’ metacognitive ability. Based on the result, it was found that the Bachelor of Industrial
Technology students from Batangas State University system showed a moderate extent of
manifestation of metacognitive skills in terms of planning, monitoring, and evaluation. Results of the
study were used as a basis for the preparation of metacognitive activities to enhance the skills of
students.

Keywords: Metacognitive Skills Development, Metacognitive Skills in Chemistry, Metacognitive

Activities, Descriptive method, Higher Education, Philippines

INTRODUCTION
The nation’s quest for economic stability,
democracy, peace, and high-quality life requires
a scientifically literate Filipino citizenry
possessing high standard and advanced skills in
reasoning, creative thinking, decision-making,
and problem-solving. The youth of today, the
students, the learners will compose the voting
public, the consumers’, the law-making bodies
and the workforce in the near future. It is therefore
imperative that they manifest, acquire critical
thinking abilities that will enable them to make
sound and firm decisions and informed choices.
Tertiary students are expected to have higher
order thinking skills or HOTS that can be attained
if students could apply the things, they’ve
learned. Moreover, HOTS was important and a
key element in the teaching and learning process.
Therefore, HOTS can be used to predict and
determine the success of one student. Students

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GERON, A. T., Metacognitive Skills Development in Basic Chemistry, pp. 106 - 116
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basically, who have a good level and well-
developed HOTS are expected to succeed in
their studies and chosen fields. The Enhanced
Basic Education Act of 2013, Philippine
Qualifications Framework, the Commission on
Higher Education Memorandum Order Number
46, and the global call for transformative
education serve as the key catalysts of Outcomes
Based Education (OBE) in the Philippine
educational system which are met through active
enhancement of higher order thinking skills. OBE
prepare students to meet the highest standards
of professionals, economist, and managers.
These also serve as the bases for selecting the
topics to include, how to teach, and assess
students at the highest standards required by the
actual workplace. HOTS is based on various
taxonomies of learning created by Benjamin
Bloom on Bloom’s Taxonomy of Learning that
includes analysis, synthesis, and evaluation. In
this regard, chemistry learning is transpired if
students can solve worded problems
independently, if the students could analyze their
own thinking, if they can construct knowledge,
assumed responsibility for their learning and
realizes that learning is a personal experience
that requires active and dedicated participation
which is the focus of metacognition and
metacognitive skills of each student. Today, one
of the main goals of education is to make the
students gain the thinking skills and strategies
which they will use throughout their lives, rather
than storing information. A good education should
be able to show the students how to learn, how to
remember, how to motivate themselves and how
to control their own learning so that they can
teach how to learn. For all these reasons, to
investigate the process of the metacognitive skills
of students is important. A Metacognitive manner
of teaching is like driving the students in the real-
life range and context because students manage
their own learning. In the same manner, students
are motivated to arouse their interest by
permitting them to relate their previously learned
ideas and concept in chemistry. (Aslan, 2016)
Metacognitive practices help students become
aware of their strength and weaknesses as
learners, writers, readers, test-takers, group
member, and others. A significant element is
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GERON, A. T., Metacognitive Skills Development in Basic Chemistry, pp. 106 - 116
recognizing the frontier of one’s knowledge or
ability and then figuring out how to expand that
knowledge or extend the ability. Those who know
their strengths and weaknesses in these areas
will be more likely to actively monitor their
learning strategies and resources and assess
their enthusiasm for particular tasks and
performances (Chick, 2009). Moreover, learning
chemistry and other sciences is a pre-requisite of
modernization, national development, and
globally competitive individual. Most student
showed increase self-possession when they build
metacognitive skills because they have a well-
established self-efficacy which improves
motivation as well as well-developed learning
success. Likewise, it is a crucial task because it
requires more effort from the teacher to activate
the thinking capabilities of the students hence,
students must do their part and cooperate to meet
the objectives of the activity. Students who
applied to solve a problem in chemistry, taking
down notes are basic metacognitive skills. But, in
Higher Educational Institutions (HEI’s) it is
imperative that higher order thinking skills
(HOTS) are developed and explicitly involve in all
learning tasks and activities. It was believed that
cooperative learning, concept mapping and
reciprocal teaching are strategies that took
advantage in activating student engagement and
commitment in a metacognitive classroom. Also,
teachers need to focus on students' attention and
responsiveness on how to accomplish their
multiple tasks. In the same degree, process goals
must be established and evaluated with the
students so to discover that understanding,
transferring, and transmitting thinking processes
improves learning and the developed skills will
never be outdated. Developed metacognitive
skills are essential for the 21st-century
educational system because this will allows
students to successfully cope with diverse
situations and challenges in the more competitive
world of education. This research aimed to
provide opportunities for students to reflect on
gauging their study habits and strategies that best
work for them while working on their own. This is
also an avenue for the students to be
independent in doing their lessons for them to be
more appropriate in the challenges of the 21st-
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century educational system. Where 21st-century
education is more about giving students the
needed skills to succeed and helping them grow
in confidence to practice skills like creativity,
critical thinking, proper communication, and
collaboration. With so much information readily
available today, 21st-century skills focus on
information that was being inculcated to the
students, sharing concepts and ideas that give
worthwhile learnings and using it in smart ways.
CONCEPTUAL FRAMEWORK
The abstract nature of Chemistry
necessitates that its concepts and principles be
learned in an environment where students can
meaningfully grasp the material to be studied.
Students must be given opportunities to make use
of their prior knowledge in order to construct new
ones. It is important that students be able to
discuss, negotiate and defend their solutions to
problems in small group settings. If these are
consistently done in the Chemistry classroom,
then, meaningful learning will most likely occur.
One promising way by which students can
achieve meaningful learning is by letting them
engage in academic tasks designed in a
constructivist environment. Constructivism is a
philosophy which espouses that students must be
actively engaged in their knowledge construction.
Constructivism asserts that knowledge is not
passively received but is actively built up by the
learner when meaningful task is handed over to
them. (Uzman, 2007) This is believed that
academic tasks in Chemistry can be structured
and designed using constructivist principles to
foster students' metacognition. The students'
manner of planning, monitoring, and evaluation
on their learning while using various
metacognitive activities that resulted in
metacognitive profiles of students. The possible
link between students' overt metacognitive
behaviors and their meaningful learning of
in chemistry. This study was guided by the
research paradigm (Figure 1) below. The process
box below describes the process which is
presented by an arrow directed from the first box.
Pertinent data of this endeavor were collected for
assessment. This portion primarily describes the
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GERON, A. T., Metacognitive Skills Development in Basic Chemistry, pp. 106 - 116
Chemistry is also explored when metacognitive
capabilities were taken into considerations.
Several studies showed that improved
metacognitive skills can facilitate both formal and
informal learning. It can also improve the
performance of new tasks and help students
solved the problem more effectively. On the
viewpoint of Pashler, (2007) successful learners
typically use metacognitive strategies whenever
they learn through collaborative learning style.
They state that Metacognition is a set of skills that
enable learners to become aware of how they
learn and to evaluate and adapt these skills to
become increasingly effective at learning. In a
world that demands lifelong learning, providing
people with new and improved metacognitive
strategies is a gift that can last forever. Further,
Ku, (2014) stated that metacognition is a part of
self-regulated learning (SRL) that identified
metacognition as the skills that make it possible
for learners to understand and regulate their own
learning. Their model divided metacognition into
the knowledge of cognition and regulation of
cognition. Where regulation of cognition is
subdivided into planning, monitoring, and
evaluation. Where planning requires the learner to
draw on relevant previous knowledge, identify
goals, map out the use of strategies, and manage
resources such as time and effort. On the other
hand, monitoring is the recursive process of self-
checking and revising of strategies that occurs
during a learning task and evaluation is the
appraisal of the final outcome and consolidation
of new knowledge acquired. These are all
imperative to be a part of the metacognitive
process of learning. This study on the
Metacognitive Skills Development in Basic
Chemistry of Bachelor of Industrial Technology
Students at Batangas State University focused on
the extent of metacognitive skills in terms of
planning, monitoring, and evaluation. In this
regard, the perceived assessment was used in
crafting activities to enhance metacognitive skills
methodology of the study which employed the use
of a questionnaire and focused group discussion.
The results of the study served as the basis of the
output which was the metacognitive activities to
enhance their metacognitive skills.
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INPUT PROCESS OUTPUT

1. The Extent of
Metacognitive
Skills of Students
in Chemistry

2. Extent of
students’ Questionnaire Activities to
manifestations in Focus Group Enhance
terms of Planning, Discussion Metacognitive Skills
Monitoring, and
in Chemistry
Evaluation

3. Difficulties Meet by
the Teachers and
Students in
Chemistry

Figure 1. Research paradigm

OBJECTIVES OF THE STUDY

This study was focused on the
metacognitive skills development in Basic
Chemistry of Bachelor of Industrial Technology
students in the different campuses of Batangas
State University with the purpose of preparing
activities to enhance these skills. Specifically, it
sought to answer the following questions: (1) to
assess the extent of students’ manifestations of
metacognitive skills in Basic Chemistry in terms of
planning, monitoring, and evaluation (2) to
determine the difficulties met by the teachers and
students in basic chemistry, and (3) to develop
learning activities to enhance the metacognitive
skills of the students. The researcher was guided
by the research paradigm to determine the extent
of the metacognitive skills of the Bachelor of
Industrial Technology students.
METHODOLOGY
The study focused on the metacognitive skills
development in Basic Chemistry of Bachelor of
Industrial Technology Students at Batangas State
University. Descriptive method of research was
utilized in the study to determine the extent of
manifestation of metacognitive skills as to
planning, monitoring, and evaluation. The
respondents are students enrolled in Basic
chemistry from the College of Industrial
Technology of the seven campuses in Batangas
State University system. Using the Slovins
formula, the respondents were determined. The
study was composed of 348 students as the
primary respondents in the study. The researcher
used the questionnaire as the main instrument in
order to gather the data needed in the study. The
questionnaires were generated to determine the
extent of manifestation of metacognitive skills as
to planning, monitoring, and evaluation to come
up with Chemistry activities. A focus group
discussion (FGD) with chemistry teachers were
conducted to assess the difficulties meet in
teaching – learning. The data were tabulated
according to the statement of the problem. The
researcher also used the frequency counts,
weighted mean and ranking.

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GERON, A. T., Metacognitive Skills Development in Basic Chemistry, pp. 106 - 116
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RESULTS AND DISCUSSION and from the Focus Group Discussion
conducted by the researcher. This also shows
This part presents the data gathered from the interpretation and highlights of the analysis of
the questionnaires distributed to the respondents the results.

1. Extent on Students’ Manifestations of practices and a variety of experiences. The

Metacognitive Skills. following section presents the assessed
metacognitive skills of the respondents in terms
Metacognitive skills are the acquired of planning, monitoring, and evaluation.
knowledge accumulated through constant

1.1. In terms of Planning

Table 1. The Extent of Manifestation of Students’ Metacognitive Skills in terms of Planning

Planning WM WM

1. Analyzing and sequencing problem-solving in chemistry 3.02 Moderate Extent

2. Identifying where to get information on every chemistry topic 3.01 Moderate Extent

3. Giving time and schedule to study or accomplish a task in chemistry 3.01 Moderate Extent

4. Analyzing the exercises given in different chemistry topics 3.00 Moderate Extent
5. Writing to do list, listing of information and listing the steps or procedures 2.45 Least Extent
to solve a problem or accomplish a task in each topic in chemistry
6. Retrieving relevant chemistry concept that was previously discussed 2.45 Least Extent

7. Thinking and writing what one knows and does not know in the topic to 2.43 Least Extent
be discussed in chemistry
8. Setting specific goals and target on every topic discussed in chemistry 2.06 Least Extent
9. Writing the specific goals and objectives in every topic in chemistry 2.05 Least Extent

10. Reading the topic to be discussed in chemistry before the discussion 2.05 Least Extent

Composite Mean 2.55 Moderate Extent

The result showed that, analyzing and review of the problem just before they found
sequencing problem-solving in chemistry solutions to it. Furthermore, most student showed
garnered the highest weighted mean of 3.02 and increase self-confidence when they build
was verbally interpreted as moderate extent, metacognitive skills because they have a well -
while writing the specific goals and objectives in established self-efficacy which improves
every topics in chemistry and reading the topics motivation as well as well-developed learning
to be discussed in chemistry before the success. (Hacker, 2009) From the study of
discussion ranked the lowest with a weighted Winograd, (2001) showed that most chemistry
mean of 2.05 and was verbally interpreted as teachers were utilizing the metacognitive
least extent. The assessment of the extent of approach because students can readily follow
students’ manifestations of metacognitive skills and grasp the instructions given by their
as to planning gained a composite mean of 2.55 teachers. In view of this, learning should be
and was verbally interpreted as moderate extent. intensified by giving more activities that may
This means that students carefully analyzed and encourage the students to have good study habit
had a step- by- step recognition of the problem. no matter how difficult the course was. Also, it is
This also regarded that students have a concrete evident that most students show increase self-
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confidence when they build metacognitive skills
because they have a well- established self-
efficacy which improves motivation as well as
well-developed learning success. Thus, it is
imperative that well-planned lessons must be
given to each learner in the classroom. The result
from this study was parallel to the study of
Monem (2010) that students who engage in
metacognitive control through the use of self-
regulation strategies, demonstrate a willingness
to comply with classroom norms. On this,
metacognitive activities should be in teachers'
priorities. Teachers need to focus students'
attention on how tasks are accomplished.
Process goals, in addition to content goals, must
be established and evaluated with students so
they discover that understanding and transferring
thinking processes improves learning. In this fast-
changing world, the challenge of teaching is to
help students develop skills which will not
become obsolete in nature. Metacognitive
strategies are essential for the twenty-first
century. They will enable students to successfully
cope with new situations. Students who engage
in metacognitive strategies are more likely to
remain engaged in a task and persist through its
completion. Moreover, catering the interests of
the students stimulate metacognitive functions
self – regulated learners are self - propelled and
independent learners, who possess relevant
skills which enhance their ability to construct
knowledge and assume responsibility for their
own learning and realizes that learning is a
personal experience that requires active and
dedicated participation of the learner itself.

1.2. In terms of Monitoring

Table 2. Extent of Manifestation of Students’ Metacognitive Skills in terms of Monitoring

Monitoring WM VI

1. Solving additional problems in chemistry from other references 3.12 Moderate Extent
2. Asking a friend or somebody else for help or as study partner while having 3.08 Moderate Extent
chemistry review
3.08 Moderate Extent
3. Consulting references, textbook, modules, and handouts in chemistry
4. Rewriting chemistry notes, creating tables, diagram and mapping the 3.04 Moderate Extent
important topics discussed in chemistry
2.75 Moderate Extent
5. Checking chemistry progress against goals or to do list
6. Reading the prescribed chemistry books, modules and handouts until the 2.74 Moderate Extent
topic is well understood
7. Highlighting chemical terminologies and concepts that are deemed important. 2.73 Moderate Extent
8. Reviewing solutions to the given sample problems in chemistry that were 2.63 Moderate Extent
discussed
9. Using a chemistry dictionary to look up different words that are unfamiliar 2.51 Moderate Extent
10. Reviewing returned major examination results, quizzes and exercises in 2.50 Moderate Extent
chemistry
Composite Mean 2.82 Moderate Extent

It is revealed that reviewing returned major
examination results, quizzes and exercises in
chemistry ranked the lowest with a weighted
mean of 2.50 and were verbally interpreted as
moderate extent. Solving additional problems in
chemistry from other references gained the
highest ranked with a weighted mean of 3.12 and
was verbally interpreted as moderate extent. The
assessed metacognitive skill as to monitoring
acquired a composite mean of 2.82 and was

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verbally interpreted as moderate extent. This
showed that students were resourceful enough to
gain information and enhance their own
knowledge in order to monitor their learning. This
was also an indication that practice and drill
activities may enhance the metacognitive
monitoring skills of the students. This also
indicates that the learners who monitor their own
learning learned to check their own responses
and answer and became conscious of errors or
answer that do not make sense. (Nbina, 2012)
This also showed that learners tend to assess the
quality of work done based on the evidence and
explicit criteria. In addition to this, the study
made by Saribas, (2009) showed that learners
who were exposed to metacognitive self-
assessment skills were more confident about their
ability and took greater responsibility for their
learning tasks. Learners also develop self-efficacy
or a set of belief an individual has regarding the
abilities and capabilities in specific performance
domain. This also influenced the choice of task,
the amount of effort expended and level of
persistence in the selected task. Thus, learners
who possess a monitoring skill were more likely to
be efficient learners with high self- efficacy.

1.3. In terms of Evaluation

Table 3. The Extent of Manifestation of Students’ Metacognitive Skills in terms of Evaluation

Evaluation WM VI
1. Thinking of an easier way to solve the
problems in chemistry after finishing the 3.16 Moderate Extent
tasked
2. Grouping students for assistance when the 3.11 Moderate Extent
chemistry topic discussed is not yet clear
3. Rewarding student after studying or 3.10 Moderate Extent
accomplishing a task in chemistry
4. Assessing how chemistry strategies can be 3.08 Moderate Extent
applied in another learning context
5. Asking student feedback after accomplishing 2.85 Moderate Extent
the activities in chemistry
6. Checking against written chemistry goals or 2.82 Moderate Extent
to do list if everything is accomplished
7. Assessing chemistry strategies based on the 2.80 Moderate Extent
performance of students on the test or
quality of submitted tasks
8. Reflecting and reviewing the result of the 2.79 Moderate Extent
examination in basic chemistry
9. Comparing the result of the examination with 2.64 Moderate Extent
other classmates and determine the error
committed
10. Reflecting on different chemistry strategies 2.62 Moderate Extent
and identifying what worked and did not
worked
Composite Mean 2.90 Moderate Extent

Evaluation is the appraisal of the final acquired. (Okoza, J.A. and Owens, O. 2013)
outcome and consolidation of new knowledge From the result, it is therefore concluded that

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thinking of an easier way to solve the problems in
chemistry after finishing the tasked garnered a
highest ranked with a weighted mean of 3.16 and
was verbally interpreted as moderate extent. On
the other hand, reflecting on different chemistry
strategies and identifying what worked and did
not worked gained the lowest ranked with a
weighted mean of 2.62 and was verbally
interpreted as moderate extent. The assessed
metacognitive skill as to evaluation revealed a
composite mean of 2.90 was verbally interpreted
as moderate extent. This moderate extent of
manifestation of metacognitive skills as to
evaluation indicates that student learners know
how to appraise the learning outcomes and have
reflected on the knowledge they gained.
Metacognitive practices help students become
aware of their strengths and weaknesses as
learners, readers, test – takers and group
members. (Osborne, 2003) The key element is
recognizing and evaluating the limit of ones’
knowledge or ability to configure how to expand
knowledge and extent of their abilities. This is
parallel with the study conducted by Chick, (2009)
that those who know their strengths and
weaknesses in different learning areas will be
more likely to actively evaluate their learning
strategies and resources and assess their
readiness for particular tasks and performances.
2. Difficulties met in Chemistry
Chemistry is one of the major branches of
science. It is one of the most important subjects
present in these days curriculum for all level of
education. Being important, it became mandatory
in all courses in the tertiary level specifically in the
College of Industrial Technology were basic
chemistry is part of the first year curriculum in all
courses. But chemistry by its nature is difficult
among other sciences due to its imaginative
aspect, problem-solving activities and its great
relationship with mathematics. (Saribas, 2009)
Due to these scenarios, chemistry appeared to be
difficult in nature as the students look at it. There
are several difficulties met by students in
chemistry in the College of Industrial Technology
such as; the inability of the students to link ideas
or making conceptual connections on chemistry
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GERON, A. T., Metacognitive Skills Development in Basic Chemistry, pp. 106 - 116
topics was the primary challenge to them. This
means that students cannot directly associate the
topics being discussed with the actual things that
happen in real-life situations. This is parallel to the
study made by Senocak, (2011) where there were
multiple reasons contributing to student’s failure
to engage in meaningful learning in chemistry
classrooms. However, the main hurdle lies in
students’ inability to demonstrate a good
understanding of very basic concepts of the
subject. Due to huge gaps in students’
understanding of fundamental concepts, they
were unable to engage in in-depth learning of
advanced level content. Teachers do try to assist
students to overcome the difficulties in their effort
to make a good sense of the subject matter
presented to them. The teachers do make
deliberate efforts to value and explore students’
prior knowledge and use it as a basis to help
students construct an understanding of concepts
under consideration. They do try out their own
unique remedial tactics and instructional
strategies to engage students in meaningful
learning. From the study of Osborne, (2003) much
criticism has been voiced about the lack of
systematic attention paid to problem-solving
activities in sciences. This also reminds that from
the first days of science instruction, sets of routine
problem assigned by the teacher have been part
of classroom life. As a teaching strategy, they
largely have been used uncritically in the
classroom. In a similar vein, it has been said that
it would appear that nearly all physical science
education seems to be based on the optimistic
assumption that success with numerical problems
breeds an implicit conceptual understanding of
science. Thus, being related to numerical
approached in sciences, the student looked at
chemistry as a difficult subject. To create a more
engaging classroom it is important to use diverse
techniques and strategies to get the attention of
the learners such as cooperative learning,
concept mapping and reciprocal teaching to
activate student engagement. Also, teachers
need to focus students’ attention on how to
accomplish their multiple tasks. Meanwhile, this
study also explained that students’ tensions and
difficulties in chemistry were manifested by the
close observation of different classroom situations
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such as the teacher introduced a new concept in
a lesson and students could not cope with it; a
lesson involving more advanced-level information
pertaining to the subject matter under
consideration; students recalling factual
information (word to word) instead of describing
the ideas, information, or meaning in their own
words, students’ inability to linking ideas or
making conceptual connections and students’ do
not offer an explanation when giving answer to
question during classroom discussion.
3. Proposed Metacognitive Activities
Metacognitive activities were developed to
enhance the metacognitive abilities of Bachelor of
Industrial Technology Students of Batangas State
University. It is believed that practice and giving
various activities with diverse difficulties can
enhance their skills. Metacognitive practices help
students become aware of their strengths and
weaknesses as learners, writers, readers, test-
takers, group member, etc. A key element is
recognizing the boundary of one’s knowledge or
ability and then figuring out how to expand that
knowledge or extend the ability. For students to
become more metacognitive, they must be taught
the concept and its language explicitly though not
in a content-delivery model by giving a lecture in
a collaborative manner and designed according to
knowledge construction approach where students
need to recognize, assess, and connect new skills
to old ones. (Tanner, 2012). Instructors can
encourage learners to become more strategic
thinkers by helping them focus on the ways they
process information. Self-questioning, reflective
journal writing, and discussing their thought
processes with other learners are among the
ways that teachers can encourage learners to
examine and develop their metacognitive
processes. Teaching metacognitive skills to
students gives them the key to understanding
their own thinking and learning. This shows that
students must be responsible enough with their
learning rather than expecting to be passive
learners and sponges of knowledge transmitted
by their teachers. A teacher engaged in
metacognitive development in their own
classroom helps their students be more
participative and reflective individuals in terms of
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GERON, A. T., Metacognitive Skills Development in Basic Chemistry, pp. 106 - 116
a learning process. This may also enhance the
learner-centered teaching approach where
collaborative participation of students was visible.
Metacognitive practices help students become
aware of their strengths and weaknesses as
learners, writers, readers, test-takers, group
member, etc. A key element is recognizing the
bounds of one’s knowledge or ability and then
figuring out how to expand that knowledge or
extend the ability. Those who know their strengths
and weaknesses in these areas will be more likely
to actively monitor their learning strategies and
resources and assess their readiness for
particular tasks and performances.
CONCLUSIONS
Based on the findings of the study, the
following conclusions are drawn.
1. Students from the College of Industrial
Technology in Batangas State University
system show a moderate manifestation
of metacognitive skills as to planning,
monitoring, and evaluation.
2. The inability of the students to link ideas
or making conceptual connections on
chemistry topic was revealed as the
difficulties met by the teacher and
students in dealing with chemistry.
3. The prepared chemistry activities give
emphasis and highlights on developing
the metacognitive skills of students in
terms of planning, monitoring, and
evaluation.
RECOMMENDATIONS
Based on the findings and conclusions of
the study, the following recommendations are
hereby endorsed:
1. The prepared metacognitive activities
may be utilized for basic chemistry
classes for the enhancement of student
learning.
2. Metacognitive activities in teaching
chemistry must be practiced by the
students to improve their learning and
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performance in the subject.
3. A teacher should crop the appropriate
activities’ to continuously develop the
metacognitive skills of the students in the
different colleges in the university.
4. Teacher and student should be aware of
the different difficulties met to think of
possible solutions in order to mitigate
those difficulties in learning chemistry.
5. Parallel studies may be conducted among
different colleges in the University, in other
subject areas and courses to validate the
findings revealed by the study.
6. The future researcher may also use other
metacognitive skills to enhance student
learning.
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same university. Also, she is a degree holder of
Master in Development Management major in
Public Management at Pangasinan State
University, Urdaneta Campus, Pangasinan. Being
a research enthusiast, she has presented various
researches in both national and international fora
and conferences. Furthermore, she has served as
biology lecturer in Rajamangala University of
Technology Thanyaburi, Thailand (RMUTT)
under the Faculty Exchange Program. Also, she
is a cooperating supervisor and research adviser
of an On-the-Job Training student from RMUTT,
Thailand.
COPYRIGHTS
Copyright of this article is retained by the
author/s, with first publication rights granted to
IIMRJ. This is an open-access article distributed
under the terms and conditions of the Creative
Commons Attribution – Noncommercial 4.0
International License (http://creative
commons.org/licenses/by/4)

Paris, S.G. & Winograd, P. (2001). The Role of

Self-regulated Learning in Contextual
Teaching: Principles and Practices for
Teacher Preparation. (CIERA Archive#01-
03).

AUTHOR’S PROFILE

Antonette G. Tegon –
Geron is a full-time
faculty member in the
College of Arts and
Sciences at Batangas
State University
(BatstateU) Pablo
Borbon Main I,
Batangas City,
Philippines where she teaches Biology subjects
and General Science courses in the
undergraduate programs. She is a graduate of
Bachelor of Science in Biology and Master of Arts
in Education major in Science Teaching from the

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GERON, A. T., Metacognitive Skills Development in Basic Chemistry, pp. 106 - 116
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