Influence of Metacognitive Self-Regulation Learning (SRL) Strategies and Regulation of Cognition (ROC) on Student’s Ability to Solve Math Problems

1,3Angelie P. Asignacion, 2,3Odessa L. Gutlay, 3,3 Eugene L. Menorca, Antriman V. Orleans4,4
1Senior High School in Apalit – Apalit, Pampanga, Philippine, 2Las Piñas City Technical-Vocational High School – Las Piñas City, Philippines, 3 Balanacan National High School – Mogpog, Marinduque, Philippines3; Philippine Normal University – Manila, Philippines4

DOI: https://doi.org/10.54476/iimrj238

 

ABSTRACT

 

This study delved into the explicit use of metacognitive SRL strategies in Grade 10 mathematics on permutations. A 10-dayintervention cycle was followed by an analysis of pre- and post-test data. Measures relating to students’ use of SRL strategies with cognitive guided tasks and MAI were quantified and analyzed. The data were tabulated and analyzed using the mean, standard deviation, and repeated measures ANOVA to investigate the influence of metacognitive SRL strategies and ROC on student’s ability to solve problems. The use of SRL strategies has been proven effective as shown by an increase in students’ ROC and achievement. The findings suggest that explicit instruction of SRL strategies slightly, although not significantly, affects students’ ROC while explicit instruction of SRL strategies improve students’ ability to problem-solve. Overall, the use of SRL strategies has been proven effective as shown by an increase in students’ ROC and achievement.

Keywords: self-regulated learning strategies, regulation of cognition, problem-solving

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