The Effect of Metacognitive Learning Strategy in Physics Achievement

Abstract

The study aimed to find out the effect of the metacognitive learning strategy in the Physics achievement of fourth year high school students in David Moises Memorial High School for school year 2011 – 2012.  This experimental study was conducted among 120 randomly selected fourth year high school students.  The independent variables were the traditional methods and the metacognitive learning strategy, on the other hand, the dependent variable was the physics achievement.  The findings of the study revealed that the physics achievement of students in the pretest and posttest of the control group design showed that it is average in the pretest.  On the other hand, the post-test showed that the experimental group is very good while the control group is good in physics.  The physics achievement on the post-test of the post-test-only control group design showed that the experimental group with non-pretest has good achievement, while in the control group with non-pretest has an average achievement.  There is no significant difference in the posttest scores on the physics achievement in favor of the experimental group.  The pretest has an effect on the post-test of the experimental group and on the post-test of the control group.  There is a significant difference in the physics achievement between the experimental group with non-pretest and the control group with non-pretest respectively.  There is a significant difference in the post-test of the control group and a control group with non-pretest correspondingly.  There is a statistically significant difference in the posttest scores of the experimental groups and control groups.