Metacognitive Lesson Guides: Its Effect on the Chemistry Performance of Novice and Expert Learners

Rex M. Lucino

doi:10.61569/753qpt19

Metacognitive Lesson Guides: Its Effect on the Chemistry Performance of Novice and Expert Learners

Authors

Rex M. Lucino Southern Leyte State University Author

DOI:

https://doi.org/10.61569/753qpt19

Keywords:

metacognitive skills, metacognitive lesson guides, conventional lesson plans, test performance, correlation analysis

Abstract

Teaching the learners in a way that their metacognitive skills are developed is essential in attaining better performance. To achieve this purpose, this study measured the effect of metacognitive lesson guides and conventional lesson plans using descriptive comparative design. A group of novice and expert learners was taught using metacognitive lesson guides and another group using conventional lesson plans. Results showed that the metacognitive group performed better in the teacher-made test than the conventional group. Thus, the formulated lesson guides enhanced the metacognitive skills of the learners.

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Published

2015-12-10

Issue

Vol. 3 (2015): Journal of Educational and Human Resource Development

Section

Articles

License

This work is licensed under a Creative Commons Attribution 4.0 International License.

This is an open access article distributed in accordance with the Creative Commons Attribution 4.0 Unported (CC BY 4.0) license, which permits others to copy, redistribute, remix, transform and build upon this work for any purpose, provided the original work is properly cited, a link to the license is given, and indication of whether changes were made. See: Creative Commons Attributions 4.0 International License.