Abstract
Each student has a unique way of learning things. But whether or not it is influenced by a teaching strategy is something that needs to be determined. The study analyzed if teaching methods could affect students’ volition and choice of a learning strategy. Using the adaptation concept as a framework, the study designed a quasi-experiment that involved two intact classes of 36 freshmen students taught with integrated metacognitive instruction (IMI) and traditional lecture method (TLM). A prior consent was sought from these students and the university at which the study was conducted. The students were enrolled in a general biology course in a state university in central Philippines during the first semester of the Academic Year 2013-2014. Data were collected before and after the implementation of the methods through the use of learning strategies and volition questionnaire, interview, and students’ journal. Results show that students’ primary learning strategy did not change with teaching methods. Students’ volition changed significantly with IMI but not with TLM. The choice of a learning strategy and control over the learning process is intrinsic to students, but the way a set of strategies is being combined may be influenced by the teaching methods.
Recommended Citation
Tantiado, Rey G. and Bagarinao, Ricardo T.
(2015)
"Assessing Students’ Volition and Performance Through Integrated Metacognitive Instruction,"
CNU Journal of Higher Education: Vol. 9:
Iss.
1, Article 3.
DOI: https://doi.org/10.70997/2546-1796.1113
Available at:
https://jhe.researchcommons.org/journal/vol9/iss1/3