Metacognitive Strategies in Comprehending Self-Learning Printed Modules: Basis for an Action Plan

Abstract

The research aimed to investigate the metacognitive strategies utilized by one hundred twenty-eight (128) Alternative Learning System learners of Flora district in comprehending their self-learning printed modules.  Specifically, this study determined the profiles variables of the ALS learners along with their age, sex, ethnicity, occupation of parents, and learning resources available at home,  and identified the metacognitive strategies and how they exemplify such strategies.

The researcher employed the descriptive design in the course of the study. The data were analyzed with the use of frequency count, percentages, weighted mean, and qualitative analysis.

The analysis and interpretation of the data yielded the following results:

1.      in terms of their profile variables, there were seventy-five (75) or 58.59% male and fifty-three (53) or 41.41% female Alternative Learning System students in Flora district; their average age is 19.55; one hundred thirteen (113) or 88.28% are Ilokano and only fifteen (15) or 11.72% are Aeta. In terms of their fathers’ occupations, one hundred twelve (112) or 87.50% are farmers, nine (9) or 7.03% are drivers, four (4) or 3.13% are employed privately, and three (3) or 2.33% are government employees. Furthermore, as regards their mothers’ occupation, one hundred twenty-two (122) or 95.31% are housewives, four (4) are government employees, and only two (2) or 1.56% are into business. Lastly, all (128) of them signified that they have books at home; thirty-seven (37) or 28.91% indicated that they have journals; and only two (2) or 1.56% have magazines. Apart from this, none of them specified that they have online learning resources;

2.      there were three metacognitive strategies that students employ in comprehending their self-learning printed modules. These include self-reflection and meditation, awareness on one’s strengths and weaknesses and learning styles, and use of active learning strategies and techniques. Among the three metacognitive strategies, the ALS learners yielded the highest mean of 3.65 signifying that they are always aware on their strengths and weakness as well as with their learning styles;

3.      from the interview conducted and responses tabulated and transcribed it came out that there were six (6) processes of how they exemplify the use of their metacognitive strategies in comprehending the contents of their self-learning printed modules. These are familiarization, decoding, planning, monitoring, assimilation, and evaluating; and

4.      among the proposed instructional intervention strategies to be embedded in the construction of self-learning printed modules to boost metacognitive strategies of students include AIM Strategy (Awareness Inventory of Metacognition), Content Self-Assessment (CSA), Aloud Thinking for Metacognition (ATM), Visual Study Tools and Concept Mapping (VST-CM), and Reflective Writing.

From the findings of the study, the following conclusions were drawn:

1.      the pool of learners of the Alternative Learning System is male dominated. Almost all of them are Ilokano. Their mean age is within the expected range age of students who wants to continue their studies through ALS. Most of their parents are into farming as their source of living. They only have printed materials as available resources of learning at home;

2.      students are aware on their strengths and weakness as well as with their learning styles. They usually capitalize from this awareness to devise ways in comprehending their self-learning printed modules;

3.      there is a process by which students exemplify the use of their metacognitive strategies in comprehending their learning materials. This entails familiarization, decoding, planning, monitoring, assimilation, and evaluating; and

4.      there are numerous metacognitive strategies that students can utilize to comprehend their learning materials. Among these would include AIM Strategy (Awareness Inventory of Metacognition), Content Self-Assessment (CSA), Aloud Thinking for Metacognition (ATM), Visual Study Tools and Concept Mapping (VST-CM), and Reflective Writing.