Use of Metacognitive Knowledge and Regulation and Level of Academic Completion in Asynchronous Modular Learning

Maria Luisa  P. Vale,

Use of Metacognitive Knowledge and Regulation and Level of Academic Completion in Asynchronous Modular Learning

Abstract:

Teacher Education students, especially those in asynchronous modular online learning in this time of the pandemic, face the challenge of completing course work on their own using the materials provided online by teachers. This study sought to determine the metacognitive knowledge and regulation of Teacher Education students in asynchronous online modular learning and the relationship between the student’s metacognition and their level of academic completion in the second semester of the AY 2020-2021. This descriptivecorrelational research used the Metacognitive Awareness Inventory by Schraw & Dennison (1994). All (64) students of the Teacher Education program in asynchronous online modular learning modality were surveyed through a google survey. Data were analyzed using one-way ANOVA, Tukey HSD for post hoc analysis, and Pearson’s Product Moment of Correlation. Results show that Teacher Education students in asynchronous online modular learning often employ metacognitive knowledge and regulation in their course work. There were significant differences between the students’ declarative and procedural knowledge and information management and comprehension, information management, and evaluation, and debugging strategies and evaluation. However, no significant relationship exists between students’ metacognitive knowledge and regulation and their level of academic completion in the second semester of the AY 2020-2021. Hence, it could be concluded that while students employ metacognitive knowledge and regulation often, it does not necessarily translate to a high level of academic completion. Future research can improve students’ awareness of metacognitive knowledge and regulation and its importance in independently tackling online academic course work. Delving more on metacognitive prompts and looking at the connection between metacognition and academic task completion could also be done.