Philippine E-Journals

METACOGNITION ACTIVITIES OF TEACHERS AND SOCIAL INTERACTIONS OF LEARNERS IN MODULAR LEARNING MODALITY

Araceli Tagle-Cullamat | Remigilda D Gallardo

 

Abstract:

The meta-cognition activities of the teacher and the social interaction of students in the modular learning modality are the major challenge for teachers. The respondents under the inclusion criteria of this study were composed of 120 teachers of Public Elementary School District II, Island Garden City of Samal. This study aimed to determine the relationship between the meta-cognition activities of the teacher and the social interaction of students in the modular learning modality. Further concerns of this study are the extent of meta-cognition activities of teachers in terms of planning, monitoring; evaluating, and revising for the extent of social interaction of learners in modular learning modality in terms of learning commitments; priorities; time zone management; and direct response. This implied that everyone in the respondent agreed that all indicators for meta-cognition activities of the teacher are needed by teachers to activate the stimuli of learners, especially to their social interaction in modular learning modality. This can be seen that teachers are working hard as a team to achieve the effectiveness of their teaching despite of pandemic crisis in the education system and even any switching of academic modalities of learning. Therefore, this finding suggests that the null hypothesis is rejected, which means that there are domains in the metacognition activities of teacher are significant influences the social interaction of learners in modular learning modality. Furthermore, the results may provide school principals, administrators, and teachers with reliable bases for improving their supervisory services and teacher’s pedagogy specifically for the new normal education system and different modalities.