Sheryl Biscocho |

November 22, 2021

Metacognition can be applied in several disciplines in various ways. There are more subtle ways to include metacognition into the fabric of any course and make it part of both the teacher and students' everyday language. In today's educational environment, metacognition is a powerful construct, and its systematic teaching may promote a sense of independence and autonomy among college students. This study explores and analyzes the metacognition of first-year students enrolled in Science Technology and Society (STS) course during the first semester of school year 2018-2019 at Colegio de San Juan de Letran Manila. The result of the study will be used as basis for the development of syllabus and other instructional and learning materials in STS. Specifically, it sought to: 1. find out the metacognition (knowledge, skills, and attitudes) of freshmen students enrolled in the course (STS) at Letran Manila; 2. identify whether metacognition display significant differences in terms of various variables; and 3. draw out implications in the teaching and learning process in the course (STS). Most of the respondents were communication students (26.5%) followed by psychology students (24.5%), business management students (16%), accountancy students (14.5%), (13.5%) broadcasting students (13.5%), and education and engineering students (2.5%). The participants were 139 (69.5%) female and 61 (30.5%) were male. More than half of the respondents were female (69.5%). The male respondents with a mean of 4.36 reported a slightly higher metacognition than female. The study also showed significant difference among the scores of (STS) student’s metacognition according to course or programs. Metacognition was rated the highest among communication students (4.46) and lowest among management students (4.16). The overall mean metacognition (4.35) and the standard deviation (0.439) correspond that first-year students have metacognition. Furthermore, first-year students agree that they have metacognitive knowledge of (4.20), metacognitive skills of (4.07) and metacognitive attitudes of (4.03) in the course STS regardless of their programs. Professors are confronted with classes full of students that have varying levels of metacognitive skills.

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