Effects of using metacognitive strategies in teaching physics problem-solving

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ID: 287630
2019
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Abstract
A common scenario that a Physics teacher would encounter are students saying that they already understand the concepts but just cannot do the problem solving. This study used metacognitive strategies in teaching Physics problem-solving to Grade 12 Senior High School students (N=53) of Las Pinas National High School Main under Science, Technology, Engineering, and Mathematics (STEM) strand on a two-week implementation to determine its effect on Physics Problem-Solving performance. The metacognitive strategies that were used were Exam Wrapper, Exit Ticket, Metacognitive Modelling, Metacognitive Note Taking, Logical Problem-Solving, and Think-Pair-Square (TPS) Strategy. It employed a pretest-postest quasi experimental design and mixed method approach. The study revealed that before the implementation, all the students (N=40) were described to have a Below Beginning level of Physics Problem-Solving skills. The identified primary difficulty was analyzing the problem. Additionally, Wilcoxon Signed Rank Test showed that the performance of the student before and after the intervention was significantly different p < 0.001, α = 0.05 with a medium effect size of 0.62. And significant relationship was also found using Spearman’s rank order correlation, r = .71and, r = .71 and the p-value < 0.001, α = 0.01.
Reference Key
persistent_1760662173_68f1929dd90b1 Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Bangga, Dionafer
Journal Malay Journal
Year 2019
DOI
DOI not found
URL
https://animorepository.dlsu.edu.ph/etd_masteral/7138
Keywords Keywords not found

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