METACOGNITIVE SKILLS OF THE STUDENTS OF J.H.

CERILLES STATE
COLLEGE

UNDERGRADUATE THESIS

Presented to the Faculty

Of School of Teacher Education
J H. CERILLES STATE COLLEGE
CANUTO MS ENERIO CAMPUS
Lake Wood, Zamboanga Del Sur

In Partial Fulfillment
Of the Requirements for the Degree
BACHELOR OF TECHNICAL TEACHER EDUCATION
(Food Service Management)

FRELYN L. CANTEL
ALDINE M. GANAR

MAY 2020
 CERTIFICATE OF PANEL APPROVAL

This thesis entitled “METACOGNITIVE SKILLS OF THE J.H CERILLES STATE

COLLEGE STUDENT.” prepared and submitted by FRELYN L.CANTEL and
ALDINE M. GANAR in partial fulfillment of the requirements for the degree of
BACHELOR OF TECHNICAL TEACHER EDUCATION major in Food Service
Management is hereby recommended for approval.

YURI MATILDO
Adviser

______________________
Date

This thesis is approved in partial fulfillment of the requirements to the

degree, BACHELOR OF TECHNICAL TEACHER EDUCATION major in Food
Service Management

Approved by the oral examination committee on ______________with a

rating of__________.

JANETH D. CABRESIS, MAEd-Fil. JEVERLY TESS MOSQUEDA, MAEd-Math

Members Members

LORITA P. ANDOT, Ph. D.

Chairperson
 Abstract

The purpose of this study is to investigate the Metacognative skills of the

Students of J.H Cerilles State College. The research is a descriptive study in the

screening model. The study was carried out with 71 students selected from the

BTVTEd-I, BTVTEd-II, BSED-I and BTTE-IV at JHCSC Ms Enerio Campus

during 2019-2020 academic year. They were selected by the convenience

sampling method. ‘Personal Information Form’ and ‘Metacognative skills scale’,

used as data collection tools. The research data were analyzed through uses

SPSS. The study was concluded that J.H Cerilles State College student have

higher levels of metacognative skills together with their,metacognitive knowledge

and learning strategies, knowledge of own learning and learning unit, the ability

in planning and monitoring his/her learning, while monitoring, and ability to

decide whether he/she learned, and take measures for effective learning during

metacognitive experiences. There has been an increase in the level of

metacognative skill as well as the increase in the year level. The BTTE-IV was

determined to have a highest level of highest metacognative skills. This was

followed by the BSED-I, BTVTEd-II and BTVTEd-I.

 ACKNOWLEDGEMENT

The researchers expresses their sincerest and profound gratitude to all of

those in one way or the other, have extended assistance morally, spiritually and
financially in making their research study into a reality.
To their adviser, Mr. Yuri Matildo for the ideas, support and understanding;
To Mrs. Janeth Cabresis and Mrs. Jeverly Tess Mosqueda for their
guidance, and suggestions that contributed to the completion of this study;
To_Dr. Rebie Marie Matildo, for sharing her expertise in assisting this
research study;
To Dr. Lorita P. Andot, for allowing the researcher to conduct the survey in
the school;
To their parents, sisters and brothers for their moral and spiritual
guidance, untiring support that inspire the researcher to proceed and finish their
study;
And their relatives, friends and all those who exerted efforts and played
vital role in the success of this study;
Above all, with praises to God for giving the researchers the gift of life,
strength, mental and spiritual enlightenment, and for the gift of wisdom bestowed
on them in the success of this study.

Thank you.

FRELYN L. CANTEL
ALDINE M. GANAR

Researcher
 DEDICATION

This work is humbly dedicated to all of our valuable treasures in life:

To our beloved Family:

Mama Orina Cantel and Papa Jeffrey Cantel

To my brother Eric Cantel

Served as our inspiration and strength during stormy days.

To our friends Rizza Mae Ann, Gigi and Mechelle who exerted efforts and

played vital role in the success of this study;

To our JHCSC Ms Enerio Campus Teachers Especially to our thesis

adviser sir Yuri Matildo and to his Wife

Dr. Rebie Marie Matildo who always beside us even for better or

worse and Most of all to the one who give us chance to live and

give us strength and faith to overcome all difficulties

Our Heavenly Father.

FRELYN L. CANTEL

Researcher
 Dedication

Every challenging work needs self effort as well as guidance of elders

especially those who were very close to the hearts.

This humble effort is dedicated to my sweet and loving Family whose

affection, love, encouragement and prayers make me able to get such success

and honor.

Along with all hard working and respected teachers especially, to our thesis

adviser sir Yuri Matildo and to his Wife Dr. Rebie Marie Matildo always there to help me.

And most of all to our Heavenly Father who is the source of everything; who is

her great provider and source of wisdom, strength and courage.

ALDINE M. GANAR
Researcher
 TABLE OF CONTENTS

PAGE
TITLE i
APPROVAL SHEET ii
ABSTRACT iii
ACKNOWLEDGEMENTS iv
DEDICATION v
TABLE OF CONTENTS vi
LIST OF TABLES vii
LIST OF FIGURES viii

CHAPTER

I THE PROBLEM AND ITS SCOPE

Introduction 1
Theoretical Framework 2
Conceptual Framework 6
Statement of the Problem 6
Significance of the Study 7
Scope and Limitation 7
Definition of Terms 8

II REVIEW OF RELATED LITERATURE AND STUDIES

Review of Related Literature 9

Review of Related Studies 15

III RESEARCH METHODOLOGY

Research Design 18
Research Environment 18
Research Participants 19
Research Instruments 19
Data Gathering and Procedure 19
Statistical Treatment of Data 20
IV DATA GATHERING
Presentation, analysis and interpretation of data 21
V SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATION
Summary 23
Findings 23
Conclusion 24
Recommendation 24
REFERENCES 25-27

APPENDICES 28
A. Letter to the Campus Administrator 29
B. Survey Questionnaire 30
C. Consent Form 31
D. Picture During Survey
E. Curriculum Vitae 32
 CHAPTER 1
THE PROBLEM

Introduction

Metacognition which essentially means cognition (Papaleontiou-Louca,

2003) it’s explained as one's own knowledge of his/her cognitive processes

(Sonowal and Kalita, 2017). The metacognitive point of view which originates

from the idea of examining the thoughts of the individual about his own thoughts

(Karakelle and Saraç, 2010) Knows what his/her learning and how to learn it

(Altındağ, Senemoğlu, 2013).The "constructivist learning" theory, which has been

around in the field of education in recent years, aims to raise students who have

an active role in the learning process. To be more conscious and strategic when

it come of learning (Zhao and Mo, 2016).

Researchers claim that for individuals to have the metacognitive skills,

they must have a knowledge base that facilitates and help them in developing the

cognitive skills. It is observed that some education students do not have the

metacognitive capabilities that can help them in understanding complex issues.

With the importance of metacognition in the future teachers’ lives, it is

imperative to look into the metacognitive skills of all education students of JH

Cerilles State College- Canuto MS Enerio Campus as this metacognition can

make the teaching methods and techniques applied in the lessons, the

curriculum content and the learning methods and strategies of the students

efficient. Hence, this research aims to identify education students’ metacognitive

skill levels.
Theoretical Framework

Metacognition refers to the cognitive control and monitoring of first-order

cognitive processes. ―”Meta” means ―”beyond” and ―”cognition” means, ―”to

know”. Metacognition means to go beyond just knowing to understanding how

you know what you know. The term “metacognition” has been used in

psychology and education research literature since mid-1970s. It is most often

associated with John Flavell, who first used the term formally in the title of his

paper in 1976. He defined metacognition as follows: "In any kind of cognitive

transaction with the human or non-human environment, a variety of information

processing activities may go on.

According to Senemoglu (2007) metacognition is “generally the knowledge

of one’s own cognitive system, its structure, and its functioning; Metacognition is

generally a dynamic process which constitutes the meta-structure of information

processing and which actively participates in the information processing.

Metacognition is a process which manages and controls the cognitive processes

of attention, selective perception, storing in short term memory, encoding into

long term memory and retrieval.

Additionally, to obtain learning at a desired level, it is very important to

improve metacognitive skills which control one’s own learning processes. A

person with improved metacognitive skills can; focus his or her attention on a

learning unit; distinguish important or unnecessary information; know how to use

strategies to keep the information in short term memory or to store in long term

memory and to retrieve it when necessary; assess if learning is accomplished;

make necessary changes in metacognitive skills depending on these

experiences to be more successful at the following learning situations (Altındağ,

Senemoğlu, 2013)..

Metacognition is a process which manages and controls the cognitive

processes of attention, selective perception, storing in short term memory

encoding into long term memory and retrieval and cognition is being aware of or

understanding something metacognition is in addition to learning being aware of

and knowing how something is learned (Senemoglu, 2007).

This study is also guided by Gagne’s theory of instruction. Gagne (1985)

in Gagne, Wager, Golas, & Keller, (2005) contended that instruction must take

into account the whole set of external factors such as environment, resources

and management of learning activities which interact with internal conditions

such as state of mind that the learner brings to the learning task, previously

learned capabilities, and personal goals of the individual learner. To tie Gagne's

theory of instruction together, he formulated nine events of instruction. When

followed, these events are intended to promote the transfer of knowledge or

information from perception through the stages of memory. Gagne based his

events of instruction on the cognitive information processing learning theory.

Gagne’s events of instruction involve nine activities namely Gaining

attention, informing the learner of the objective, stimulating recall of prior

learning, presenting the stimulus, providing learning guidance, eliciting

performance, providing feedback, assessing performance and enhancing

retention and transfer (Gagne, et al 2005). The summary of the processes that
occur during a single learning activity are as follows: Attention sets the

boundaries of the range and type of the perception of the incoming stimulation.

Selective perception converts this stimulation to object features to store it in short

term memory.

Rehearsal obtains the permanence and the refreshment of the information

stored in short term memory. Semantic encoding prepares the information for

long term memory. Retrieval, a process that includes research, brings the

information back to the short term memory or to the response generator.

Response organization selects and organizes the reaction. Feedback informs the

learner about his or her performance and starts the process of reinforcement.

Executive control processes select and activate cognitive strategies that

define all or one of the pre-arranged internal processes. In addition to the

learning phases cognitive learning theories emphasize executive control

processes. These are the processes of choosing and carrying out cognitive

strategies about learning. “Executive control system, in addition to the control of

the learner’s motivational processes, is a system that produces and carries out

the directives executing all of the cognitive processes. These processes carried

out by executive control system are called as metacognitive strategies.

Awareness of one’s own executive control system, in other words, awareness of

one’s own cognitive processes used in learning is called metacognition

(Senemoğlu, 2007, p. 335)”.

Conceptual Framework

This study zeroes in the metacognitive skills of the education students of

the J.H. Cerilles State College-Canuto MS Enerio Campus by espousing the idea

that the metacognitive skills of the education students is a critical factor to make

them more successful in their academic and professional careers. The better

able a student to understand how he or she learns, remembers and processes

information, the more information he or she will ultimately retain. Students who

understand how they learn are better able to create situations that promote

learning.

Moreover, this study will also investigate if the level of

metacognition skills in terms of metacognitive knowledge and learning strategies,

knowledge of own learning and learning unit, and the ability in planning and

monitoring his/her learning, while monitoring, and ability to decide whether

he/she learned, and take measures for effective learning during metacognitive

experiences differ across year level.

Statement of the Problem

This study will determine the metacognitive skills of education

students of the J.H. Cerilles State College-Canuto MS Enerio Campus.

Specifically, this research will answer this question:

1. What are the levels of metacognitive skills of the education

students?
 2. Do education student’s levels of metacognative skills differ

across year level?

Significance of the Study

The findings of the study will provide insights to the following:

Students. The outcome of the study will help empower the students to

have positive learning outcomes, enhances personal capacity for self-regulation

and managing one’s own motivation for learning and to develop a plan for

learning, monitor their learning process through reflection, and adjust their plan

accordingly in order to ensure deeper transferable learning.

Teachers. This study will become the basis of teachers to prepare

activities which include planning how to approach learning tasks, identifying

appropriate strategies to complete a task, evaluating progress, and monitoring

comprehension.

Other Researchers. This study might open new ideas for those who wish

to conduct further studies on metacognitive skills with other variables.

Scope and Delimitation

The scope and limitation of this study included the following areas which

established the parameters of the study.

Subject Matter. This research study is confined only to the metacognitive

skills of the education students.

 Time and Place. This study will be conducted in the JH Canuto MS Enerio

College Campus Lake Wood, Zamboanga del Sur, during the school year 2019-

2020.

Research Participants. The research subjects of the study will be all the

STE college students of the JHCSC Canuto MS Enerio Campus.

Research Design. The descriptive type of research is adopted with the

survey as the chief method used to generate the significant data on the

metacognitive skills of the education students.

Research Instruments. There is one questionnaire that will be used. The

study will use the questionnaire on metacognitive skills which was developed by

Altindag & Senemoglu, 2013.

Definition of Terms:

The following terms are used in this study. They are defined for

better understanding of this study, knowledge of own learning and learning unit.

Metacognitive

Skill. This refers to the metacognitive knowledge and learning strategies,

and the ability in planning and monitoring his/her learning, while monitoring,

ability to decide whether he/she learned, and take measures for effective learning

during metacognitive experiences.

Students. These are the education students of J.H. Cerilles State College.
 CHAPTER 2

REVIEW OF RELATED LITERATURE AND RELATED STUDIES

This chapter presents and discusses the review of related literature in

terms of concepts, ideas, principles, theories and framework used by the

researcher as background information about the variables treated in this study. It

also shows studies that are seen to have direct connection with the present

investigation.

Review of Related Literature

Metacognition

Metacognition is considered a critical component of successful learning. It

involves self-regulation and self-reflection of strengths, weaknesses, and the

types of strategies you create.

(Flavell, 1979; Wells, 2000) It is a necessary foundation in culturally

intelligent leadership because it underlines how you think through a problem or

situation and the strategies you create to address the situation or problem.

Metacognition is a general term that can be broken down into three main areas

metacognitive knowledge, metacognitive experiences, and metacognitive

strategies. It refers to beliefs about thinking and strategies used to regulate and

control thinking (Rees & Anderson, 2013).

Metacognitive Knowledge and Learning Strategies

According to the inclusive schools Network (2014),’’ Metacognitive

strategies refers to methods used to help students understand the way they

learn; or a processes designed for students to ‘think’ about their ‘thinking’.’’

Teachers who use metacognitive strategies can positively impact students who

have learning information, which can be memorized and eventually routine. As

students become aware of how they learn, they will use these processes to

efficiently acquire new information, and consequently, become more

independently thinkers.

According to Edgar Morin (2014) metacognition involves thinking and

reflecting before, during and after a learning task. Metacognition happens when

they the most effective strategies and decide for themselves whether the

outcome of these strategies meets the standards. Time taken to teach a variety

choose of strategies is very important because students must choose strategies

in each task they perform. Planning, categorizing strategies for problem solving,

skills, and compensation regarding specific information, all include the evaluation

of writing exercises (Vanderswalmen et al., 2010).

Knowledge of Own Learning and Learning Unit

According to Pierre Gagne et al (2009) ‘’metacognition enables students

to be more active their learning, i.e., to mobilize all of their resources in their

resources in order to have successful learning experiences. In order to do this,

they must know how they learn and be aware of the steps that are followed and

the means that are used to acquire knowledge, solve problems, and perform

task. Good metacognitive thinkers are also good intentional learners. That is,

they are able to direct their learning in the proper ways to build understanding.

They know when to use strategies and how to use them.

Ability in Planning And Monitoring his/her Learning, while Monitoring, Ability To

Decide Whether he/she Learned, And Take Measures For Effective Learning

During Metacognitive Experiences

According to the LD Online Glossary (2014), metacognition is the process

of ‘’thinking about thinking’’. Students become increasingly autonomous in their

learning as they become aware of their strengths and weaknesses and

understand that being successful depends on the effort they make and the

strategies they implement.

Flavell termed these two types of memory metacognition as metacognitive

experiences and metacognitive knowledge respectively. He defined a

metacognitive experience as a “conscious experience” that concerned “self, task,

goals, and strategies”.

According to the author, metacognitive experiences were “items of

metacognitive knowledge that has entered consciousness. He described

metacognitive knowledge as “beliefs about what factors or variables act and

interact in what way to affect the course and outcome of cognitive enterprises”.
Moreover, he attributed metacognitive knowledge to prompting individuals to

“select, evaluate, revise, and abandon cognitive tasks”. Flavell observed

metacognitive knowledge and metacognitive experiences were “partially

overlapping sets,” as he maintained some experiences contained knowledge and

some did not. The latter, he stated, failed to become a component of our

consciousness.

Researchers have found a relationship between the school performances

of students and metacognitive information (Schneider, 2010).Metacognitive

experiences (ME) are manifestations of the online monitoring of cognition as the

person comes across a task and processes the information related to it.

Gagne's Conditions of Learning Theory

Gagne developed a systematic way to approach the design of instruction.

The Gagne model is based on knowledge of how human beings process

information. In studying the psychological events that occur with a stimulus and

learning, Gagne determined certain conditions that are integral to human

learning. Gagne suggested nine (9) events of instruction that may enhance

student learning: gain attention, inform leaners of objectives, stimulate recall of

prior learning, present stimulus, provide learner guidance, elicit performance,

provide feedback, assess performance, and enhance retention and transfer.

Gaining Attention is an active focus on certain stimuli to the exclusion of

others (Slavin, 2009). Learner’s attention in the teaching/ learning transaction is

very important ingredient for effective learning, yet it is a limited resource. In

order for effective learning to take place, students must give up actively attending

to other stimuli, shifting their priorities so that other stimuli are screened out. Prior

learning is the fundamental pillar of the idea of “from known to unknown.”

Tuckman and Monetti (2011) contend that “it is the old information and the new

information combined that enables an attentive, expectant student to achieve

mastery of a task.”

Slavin (2011) maintains that “new learning invariably builds on prior

learning” and maintains that the success of new learning will depend on three

factors: whether the necessary prior learning has already taken place, the

student knows what prior learning to try to remember and apply and that the

student can remember the necessary prior learning. Presenting the stimulus

(stimuli in plural) is an environmental condition that activates the senses.

The senses of the learners must be activated for effective learning to take

place (Slavin, 2009, p. 129). In an attempt to present the stimulus, “the teacher

must determine what new stimulus information is required by an objective and

how to present that new stimulus information so that students can perceive and

retain it (Tuckman and Monetti, 2011, p. 481). They call for educational

institutions to strengthen the guidance counselling services for holistic

development of students and provide adequate physical and human resources

that are crucial in promoting the provision of guidance and counselling services.

Tuckman and Monetti (2011) that “to properly combine old and new information

and to make it possible for the result to be entered into long-term memory,
students must be given help or guidance.” They also advise that teachers must

plan the technique they will use to guide the learners in a given task and how

they will present these techniques. “The essence of learning guidance is to

provide support for learners in making connection between what they know and

what is being learned” (Gagne, et al (2005, p. 198). Eliciting performance has to

do with “opportunity to practice or otherwise perform what has been learned”.

Reiser, (2007.

At this stage, enhancing retention and Transfer of Gagne’s nine

instructional events, learning knowledge and skills have been learned and what

follows is to enhance retention and transfer of learning. While retention is all

about preventing forgetting and enhancing the learner’s ability to recall the

knowledge or skills at the appropriate time, transfer of learning sets some variety

of new tasks for the learner, tasks that require the application of what has been

learned in situations that differ substantially from those used for the learning itself

(Gagne, et al (2005).

Related Studies

It is essential that college students have success in their intensive learning

activities, that they conduct their studies in a planned and regular manner, and

that they have metacognitive awareness about their cognitive processes (Akın

Abacı, & Çetin, 2007). According to Pierre Gagne et al (2009) ‘’metacognition

enables students to be more active their learning, i.e., to mobilize all of their

resources in order to have successful learning experiences. In order to do this,

they must know how they learn and be aware of the steps that are followed and

the means that are used to acquire knowledge, solve problems, and perform

task.

. A variety of studies report that students with good metacognition demon

state good academic performance compared to students with poor

metacognition, they consider metacognition as a strong predictor of academic

success (Dunning, Johnson, Ehrlinger and Kruger, 2003;.

According to Ma and Oxford (2014) ’’metacognition consist of the learners

understanding of his/her own knowledge and thinking processes and the learner

ability to regulate his/her own learning’’. It is special type of ability and knowledge

which is continually developed via personal experience and education throughout

learner’s life. Metacognitive experiences are conceptualized as any conscious

experience (cognitive or emotional) that accompanies any intellectual activity.

According Flavell (1979) explains that: "First, they can lead you to

establish new goals and to revise or abandon old ones. Experiences of

puzzlement or failure can have any of these effects, for example. Second,

metacognitive experiences can affect your metacognitive knowledge base by

adding to it, deleting from it, or revising it. Finally, metacognitive experiences can

activate strategies aimed at either of two types of goals-cognitive or

metacognitive." These experiences lead people to stronger metacognitive

abilities across all categories, including goals and actions.

 CHAPTER 3

RESEARCH METHODOLOGY

This chapter deals with the research methods of the study which includes

the research design, research environment, research participants, the research

instruments, data gathering procedure, and the statistical treatment of data.

Research Design

The researcher used the quantitative method of research as it

seeks information about the metacognitive skills of the education students. The

data on metacognitive skills of the education students will be gathered through a

questionnaire..

Research Environment

This research will be conducted at the JHCSC – Canuto MS Enerio

Campus located in Biswangan, Lake Wood, Zamboanga Del Sur.

. Figure 1 Geographical Location

Research Participants

The participants of this study selected students from BTVTED-I, BTVTED-

II,BSED-I and BTTE-IV of education students of JHCSC – Canuto MS Enerio

Campus.

Research Instrument

This study utilizes the questionnaire that was developed by Altindag &

Senemoglu, 2013. It has three categories namely: metacognitive knowledge and

learning strategies, knowledge of own learning and learning unit, the ability in

planning and monitoring his/her learning, while monitoring, and ability to decide

whether he/she learned, and take measures for effective learning during

metacognitive experiences.

Gathering Data Procedure

In order to collect data for the study, the researcher will ask permission

from the Campus Administrator through the Program Coordinator of the JHCSC

– Canuto MS Enerio Campus. Upon approval, the researcher will give a short

orientation which will include the giving of consent form. After preparation, the

researcher will distribute the questionnaire on the scheduled date. After the

administration of the instruments, responses of different items were collected and

collated. The collated data will be tabulated and submitted to the statistician for

the statistical treatment.

Statistical Treatment

This study will use the weighted mean analysis to determine the level of

the education students’ metacognitive skill and Kruskal-Wallis H-test will be used

to determine the difference in metacognition skills levels on class level. To

facilitate the calculation process of the data gathered, the Statistical Package for

Social Sciences (SPSS) software is used.

 CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter overseen the presentation, analysis and interpretation of data

gathered by the researchers.

Metacognitive Skills of the Students.

The variable is presenting the metacognitive skills of the students in terms

of their Metacognitive knowledge and Learning Strategies, Knowledge of Own

Learning Unit and Ability in Planning And Monitoring his/her Learning, while

Monitoring, Ability To Decide Whether His/her Learned, and take Measures For

Effective Learning During metacognitive Experiences.

Table 1 shows the questioner on metacognative skills in terms of their

Metacognitive Knowledge And Learning Strategies, Knowledge of Own Learning

And Learning Unit and Ability In Planning And Monitoring His/her Learning, while

Monitoring, Ability To Decide Whether His/her Learned, And Take Measures For

Effective Learning During Metacognitive Experiences. This questionnaire

adapted to Altindag and Senemoglu, 2013.

 Questionnaire on Metacognitive Skills
(Altindag & Senemoglu, 2013)

Name: _____________________________________Department: _______

Directions: Please indicate your responses to the statements given in the

following table by putting a tick mark (√) in the box.

Scale Description
5 Strongly agree
4 Agree
3 Slightly agree
2 Disagree
1 Strongly disagree

ITEM
5 4 3 2 1
Metacognitive Knowledge And Learning
Strategies
1. I use my previous experiences while
organizing my new learning’s
2. If the learning couldn’t be accomplished I
search for other strategies that could be
effective.
3. I revise my study plan that I used in
learning and make necessary corrections
4. When learning strategy that I used fails in
learning process, I employ new one
5. I search for the reasons of the failure while
learning a subject.
6. I search for how I learned a subject most
effectively while learning.
7. I revise and correct the learning strategies
while studying a subject
8. I assess if the cognitive strategy that I
employ has been successful or not
Knowledge of Own Learning And Learning Unit
1. I plan how and when to use the resources
that will help me learn a subject well
 2. I don’t have an exact idea of how to organize
my learning
3. While learning a subject, I am not
aware of employing which strategy and
how to use it.
4. I know how much time I need to learn a
subject.
5. I have difficulty in planning my learning a
subject in accordance with my own
learning qualities.
6. I have difficulty in distinguishing important
parts about a text or a learning unit.
7. I prepare the learning environment that is
necessary for learning process.
8. I critically make a plan before beginning to
study a text.
9. I know which subjects I can learn easily
and which I will have difficulty in learning.
10. I know the other subject matters that I can use
an effective learning strategy in a subject.
11. I determine which learning strategy I should
employ before I start studying
12. I know when I need to ask for help
13. I determine what I will learn about a subject
before I start studying it.

Ability In Planning And Monitoring His/her

Learning, while Monitoring, Ability To Decide
Whether She/he Learned, And Take Measures For
Effective Learning During Metacognitive
Experiences.
1. It is important for me to overview my
learning’s from time to time to determine how
much and what I learned
2. I recognize my errors during learning process
3. I check if I understood a subject during
learning
4. I have difficulty in understanding the reason
of the trouble I experienced during learning
5. I check if I effectively use my time during
 learning
6. It is important for me to build meaningful
relations between learned subjects during
learning.
7. Till I reach a result, I organize the conditions
for keeping my attention.
8. I don’t spare much time for monitoring how
much I learned about the subject during
learning process
9. During learning process, I have difficulty to
determine in which conditions I can learn and
those I have failed to learn

Table 2 .Arithmetic mean and standard deviation of all education student

of JHCSC MS Enerio Campus metacognitive skills level.

N Arithmetic Standard
Variables Mean Deviation
1. Metacognitive knowledge and learning 71 4.129 .47395
strategies.
2. Knowledge of own learning and learning unit. 71 3.9224 .48572

3. The ability in planning and monitoring his/her 71 3.9721 .55812

learning while monitoring and ability to decide
whether he/she learned and take measure for
effective learning during metacognitive
experience.
4. The overall scale 71 4.0070 .43296

Table 2. Depicts that the student have 4.129 arithmetic mean score and .47395

standard deviation of metacognitive knowledge and learning strategies; 3.9224

arithmetic mean score and .48572 standard deviations of their knowledge of own

learning and learning unit; 3.9721 arithmetic mean scores and .55812 standard
deviation of the ability in planning and monitoring his/her learning while

monitoring and ability to decide whether he/she learned and take of the

arithmetic mean and standard deviation of their all metacognition skill with the

scale score is 4.0070 and .43296 respectively. According to the result, it is likely

to mention that the student of education student in JHCSC Ms Enerio Campus

‘’Metacognitive Skill level are high.

Table 3 shows the result of education students of JHCS Ms Enerio

Campus Metacognitive skills level in terms of terms of year level. Kruskal Wallis

H-Test shows that there exist a statistician significant difference between

student’s level of metacognition knowledge and learning strategies (x2=6.133);

knowledge of own learning and learning unit(x2=8.309,); the ability and planning

and monitoring his/her learning while monitoring and ability to decide whether

he/she learned and take measure for effective learning during metacognitive

experiences (x2=7.227) of the overall scale(x2=8.951) depending on their course

and year level. The Jhcsc Ms Enerio Campus test reveals that the 4 th year BTTE

students have higher levels of metacognitive skills and the overall scale

compared to those other courses and year levels.

 Table 3. Kruskal Wallis H-Test result of education students of JHCS Ms

Enerio Campus Metacognitive skills level in terms of terms of year level.

Variables Course/Year N Mean df X2 .p Significant

rank Difference
1.Metacognitive A.BTVTED- I 17 28.68 3 6.133 105 D>A
knowledge and learning B. BSED-I 17 40.21 D>B
strategies C.BTVTED-II 23 32.80 D>C
D. BTTE-IV 14 47.11
2. Knowledge of own A. BTVTED-I 17 26.24
learning and learning unit. B. BSED-I 17 38.71 3 8.309 .040 D>A
C.BTVTED-II 23 34.46 D>A
D. BTTE-IV 14 47.11 D>C

3. The ability in planning A.BTVTED-I 17 33.56

and monitoring his/her B. BSED-I 17 39.76 3 7.227 0.065 D>C
leaning, while monitoring C.BTVTED-II 23 28.72 D>B
and ability to decide D.BTTE-IV 14 48.25 D>C
whether he/she learned
and take measure for
effective learning during
metacognitive experience.
A.BTVTED-I 17 29.12
B.BSED-I 17 39.94 3 8.951 .030 D>A
4.THE OVER ALL SCALE C.BTVTED-II 23 30.72 D>B
D.BTTE-IV 14 48.25 D>B
.
 CHAPTER 5

Summary, Findings, Conclusion and Recommendation

This chapter contains the summary, Findings, conclusion and

recommendations proposed to improve the variables to identify possible areas

for further research.

Summary

The primary purpose of this study was determine the level of

metacognitive skills of JHCSC Canuto Ms Enerio Campus, To gather the data,

the instrument adapted to distributed to all education students of JHCSC Ms

Enerio Campus, Lake Wood Zamboanga del sur.

Findings

In relation to the accumulated data corresponding interpretation of the

study the researcher had come up with the fore going findings:

What is the level of metacognitive skills?

The level of metacognitive skills of Jhcsc Ms Enerio Campus had an

overall arithmetic mean scale score of 4.0070 with the standard deviation of

.43296 which means that the level of metacognitive skill of JHCSC Ms Enerio

Campus is higher.
Do metacognitive skill differ across year level?

Yes, the JHCSC Ms Enerio Campus test reveals that the 4th year BTTE

students have a higher levels of metacognitive skills with an overall Mean rank of

48.25, followed by BSED-I with 39.94, BTVTED-II with 30.72 and lastly BTVTED-

I with an overall rank of 29.12.

Conclusion

The conclusion is drawn by the thesis writer from the findings of this study.

The highest arithmetic mean is 4.0070 and the standard deviation is .43629

which means the level of metacognitive skills of education students of JHCSC Ms

Enerio Campus is high.

Recommendation

Since the metacognitive skills of selected education students in JHCSC

Ms Enerio Campus higher, we recommend that the student should maintain their

metacognitive skills. In order to maintain their metacognitive skills, we

recommend that the teacher well continue their teaching strategies in a way that

students will developed their knowledge of own learning skills and ability.
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 APPENDIX A

Letter to the Campus Administrator

 APPENDIX B

Questionnaire on Metacognitive Skills

(Altindag & Senemoglu, 2013)

Name: _____________________________________Department: _______

Directions: Please indicate your responses to the statements given in the

following table by putting a tick mark (√) in the box.

Scale Description
5 Strongly agree
4 Agree
3 Slightly agree
2 Disagree
1 Strongly disagree

ITEM
5 4 3 2 1
Metacognitive Knowledge And Learning
Strategies
1. I use my previous experiences while
organizing my new learning’s
2. If the learning couldn’t be accomplished I
search for other strategies that could be
effective.
3. I revise my study plan that I used in
learning and make necessary corrections
4. When learning strategy that I used fails in
learning process, I employ new one
5. I search for the reasons of the failure while
learning a subject.
6. I search for how I learned a subject most
effectively while learning.
7. I revise and correct the learning strategies
while studying a subject
8. I assess if the cognitive strategy that I
employ has been successful or not
Knowledge of Own Learning And Learning Unit
1. I plan how and when to use the resources
 that will help me learn a subject well
2. I don’t have an exact idea of how to organize
my learning
3. While learning a subject, I am not
aware of employing which strategy and
how to use it.
4. I know how much time I need to learn a
subject.
5. I have difficulty in planning my learning a
subject in accordance with my own
learning qualities.
6. I have difficulty in distinguishing important
parts about a text or a learning unit.
7. I prepare the learning environment that is
necessary for learning process.
8. I critically make a plan before beginning to
study a text.
9. I know which subjects I can learn easily
and which I will have difficulty in learning.
10. I know the other subject matters that I can use
an effective learning strategy in a subject.
11. I determine which learning strategy I should
employ before I start studying
12. I know when I need to ask for help
13. I determine what I will learn about a subject
before I start studying it.

Ability In Planning And Monitoring His/her

Learning, while Monitoring, Ability To Decide
Whether She/he Learned, And Take Measures For
Effective Learning During Metacognitive
Experiences.
1. It is important for me to overview my
learning’s from time to time to determine how
much and what I learned
2. I recognize my errors during learning process
3. I check if I understood a subject during
learning
4. I have difficulty in understanding the reason
of the trouble I experienced during learning
5. I check if I effectively use my time during
learning
6. It is important for me to build meaningful
relations between learned subjects during
learning.
7. Till I reach a result, I organize the conditions
for keeping my attention.
8. I don’t spare much time for monitoring how
much I learned about the subject during
learning process
9. During learning process, I have difficulty to
determine in which conditions I can learn and
those I have failed to learn
 APPENDIX C

Consent Form

I, _____________________________________, consent to participate in this

study entitled “METACOGNITIVE SKILLS OF THE OF J.H.CERILLES STATE
COLLEGE STUDENTS” conducted by the researcher. I have understood the
nature of this project and wish to participate. I am not waving any of my legal
rights by signing this form. My signature below indicates my consent.

________________________

Signature of the Participant

 APENDEX E
Picture of Evaluation

These pictures are captured during the survey at JH Cerilles State College Ms
Enerio Campus.

This picture was taken during orientation before the survey of a participant’s.

These pictures the participants answering the survey questioner’s seriously.

 APPENDIX E

CURRICULUM VITAE

Name : Frelyn L. Cantel

Address : Maruing Lapuyan Zamboanga Del Sur

Date of Birth : February 27, 1998

Place of Birth : Maruinng Lapuyan Zamboanga del Sur

Civil Status : Single

Parents : Jeffry A. Cantel

: Orina L. Cantel

Home Address : Maruing Lapuyan Zamboanga Del Sur

EDUCATIONAL ATTAINMENT

Elementary : Maruing Elementary School

Maruing Lapuyan Zamboanga Del Sur

April 2011

Secondary : Maruing National High School

Maruing Lapuyan Zamboanga Del Sur

March 2015

College : Josefina Herrera Cerilles State College

Canuto MS Enerio Campus

Biswangan, Lake Wood, Zamboanga Del Sur

 APPENDIX D

CURRICULUM VITAE

Name : Aldine M. Ganar

Address : Golictop, Midsalip Zamboanga Del Sur

Date of Birth : July 7 1997

Place of Birth : Golictop Midsalip Zamboanga Del Sur

Civil Status : Single

Parents : Ailyn B.Ganar

: Gina M. Ganar

Home Address : Golictop Midsalip Zamboanga Del Sur

EDUCATIONAL ATTAINMENT:

Elementary : Golictop Eementary School

Golictop, Midsalip Zamboanga Del Sur

April 2014

Secondary : Golictop National High School

Golictop, Midsalip Zamboanga Del Sur

March 2015

College : Josefina Herrera Cerilles State College

Canuto MS Enerio Campus

Biswangan, Lake Wood, Zamboanga Del Sur