Reimagining Criminology Education: A Study on the Metacognitive Awareness and Self- Regulation of Criminology Students
Angeleries D. Orbigo1, Kerwin Paul J. Gonzales1,2
https://orcid.org/0009-0001-2625-46881, https://orcid.org/0000-0002-1361-45092
angeleries.orbigo@olivarezcollege.edu.ph, kerwinpaul.gonzales@perpetual.edu.ph.
Olivarez College, Philippines1
University of Perpetual Help System DALTA, Philippines2
DOI: https://doi.org/10.54476/ioer-imrj/948794
ABSTRACT
Metacognition as part of the teaching and learning process, has been one of the pivotal issues in the Philippine Criminological Education System. It has been a crucial concern for instructors and institutions alike to identify the thinking process of the students. Hence, in the educational process pre-existing understandings are deemed important as various subjects need to have improvement in their instruction as to its specific discipline. Thus, it is imperative to draw out and understand the process of students learning, improve activities, as to conform to the teaching approaches as it is significant to the curriculum and the discipline. In addition, self-regulation dictates the student’s thinking in a way of managing and improvement of their cognition. Hence, the study provides description on the metacognitive awareness and learning self-regulation of the Philippines’ Criminology students. Through a Descriptive-Correlation research design the study foresees to analyze its relationship; and provide an understanding on the students’ modern learning behavior.
Keywords: Metacognition, Criminology, Learning-Regulation, Education, Student-Learning