Research Paper
Year: 2019 | Month: May | Volume: 6 | Issue: 5 | Pages: 25-31
Autonomous Learning, Metacognitive Awareness and Science Academic Achievement of Pre-Service Teachers
FreaMea G. Pudiquet, Melody C. Balualua, Catherine G. Tumacder, Lyra T. Matulay, Reymund C. Derilo
College of Teacher Education, Nueva Vizcaya State University, Bambang, Nueva Vizcaya, Philippines.
Corresponding Author: Reymund C. Derilo
ABSTRACT
This study examined the interrelation of the level of autonomous learning, metacognitive awareness and science academic achievement of the 85 randomly selected pre-service teachers of Nueva Vizcaya State University, Bambang Campus. Descriptive-correlational design was employed. The result of the analyses revealed a low level of autonomous learning among pre-service teachers. On the other hand, high level of their metacognitive awareness was reported. Pre-service teachers’ metacognitive awareness was found to positively correlate with their academic performance. However, no significant correlation was found between their autonomous learning and academic performance. Based on these, it is recommended that metacognitive awareness and autonomous learning be enhanced through incorporating different collaborative methods and activities where the learners can work collaboratively and independently, and at the same time, enabling them to deeply reflect and ponder in their lessons. In this regard, integrating such method in the instruction may lead to a positive result in the learners’ academic performance.
Key words: autonomy, metacognition, collaboration, independent learning, academic performance
[PDF Full Text]