This study designed and examined the effects of Metacognitive and Argument-Driven Learning Environment (MADLE) in cultivating students’ reflective thinking skills. The study involved a group of third-year Biological Science Education students (n=23) in a state university in the Philippines. The study employed a mixed-method approach, where both quantitative and qualitative data were collected and analyzed to answer the research question. Specifically, one-group pretest-posttest design was used under the paradigm of pedagogical action research. The quantitative data were obtained from a 16-item pre- and post-Reflective Thinking Questionnaire while qualitative data were culled from classroom observations and focus group discussions. The Wilcoxon Signed Ranks Test was utilized to determine significant changes in students’ reflective thinking skills. Findings showed an insignificant difference in students’ reflective thinking skills prior to and after their four-week exposure to MADLE. However, the multiple sources of data yielded from students’ higher posttest mean scores in each level of reflective thinking skills, classroom observations, and responses in the focus group discussion imply the efficacy of MADLE in stimulating and supporting students’ reflective thinking skills. Hence, it is recommended to integrate MADLE in improving instructional practices that will engage students in reflective thinking practices.
This study examined the effectiveness of metacognitive instruction on science learning achievement using a meta-analytic procedure. Statistical analyses were performed using the software Comprehensive Meta-Analysis (CMA) Version 3 developed by Biostat, Inc. Based on the findings, the overall effect size (ES=0.808) revealed that the use and integration of metacognition in science instruction has a significantly large and positive effect on student learning achievement. Moderator analysis showed that there was a significant difference in the effect sizes of the individual studies when grouped according to the student’s level of education and the scientific disciplines being studied. However, the obtained positive and large effect sizes suggested that the use and integration of metacognition can be effectively implemented whether students are in the elementary, secondary or tertiary level, be it Biological or Physical Science. Moreover, the metacognitive strategies employed by individual studies are mostly found to be integrated with ICT mainly metacognitive prompts; other practices were student-led metacognitive discussions, concept mapping, metacognitive writing, and metacognitive practice and training. This result establishes the effectiveness of the use and integration of different metacognitive strategies to improve student learning. Thus, science teachers must be equipped with pedagogical knowledge on the implementation and integration of metacognition in classroom instruction.
This study designed and examined the effects of Metacognitive and Argument-Driven Learning Environment (MADLE) in cultivating students’ reflective thinking skills. The study involved a group of third-year Biological Science Education students (n=23) in a state university in the Philippines. The study employed a mixed-method approach, where both quantitative and qualitative data were collected and analyzed to answer the research question. Specifically, one-group pretest-posttest design was used under the paradigm of pedagogical action research. The quantitative data were obtained from a 16-item pre- and post-Reflective Thinking Questionnaire while qualitative data were culled from classroom observations and focus group discussions. The Wilcoxon Signed Ranks Test was utilized to determine significant changes in students’ reflective thinking skills. Findings showed an insignificant difference in students’ reflective thinking skills prior to and after their four-week exposure to MADLE. However, the multiple sources of data yielded from students’ higher posttest mean scores in each level of reflective thinking skills, classroom observations, and responses in the focus group discussion imply the efficacy of MADLE in stimulating and supporting students’ reflective thinking skills. Hence, it is recommended to integrate MADLE in improving instructional practices that will engage students in reflective thinking practices.
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