Promoting Academic Achievement in Economics with Metacognitive Learning

Abstract

This classroom-based action research aimed to determine the effectiveness of metacognitive learning in Economics. A combination of qualitative and quantitative designs, this research employed observation and participation, journaling, mini-conferences, surveys, and weekly formal content-based assessments as data gathering instruments. There were 22 students of the Grade 10 Class, selected purposively, who participated in the study. The qualitative data obtained were interpreted using phenomenological methodology while the quantitative data were processed through Statistical Package for Social Sciences (SPSS) using the following: mean and paired t-test. Results revealed that metacognition has a positive impact on the improvement of attitude and academic achievement of students towards Araling Panlipunan (Economics) learning. Their scores in the weekly content-based assessment increased over time. It showed that students could better learn when they self-assess, valued, and empowered inside the classroom by listening to their voices and giving them opportunities to collaborate with their classmates as well as with their parents. Further, when practiced continuously, metacognition positively benefits the students and teachers as well.