Effect of graded and monitored metacognitive note-taking on the performance of fourth year students in English
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Research Paper (postgraduate) from the year 2017 in the subject Pedagogy - The Teacher, Educational Leadership, , language: English, abstract: Teaching is an art that requires a strategy to hold the learners' learning engagement and facilitate better academic experience. Teacher, therefore, has to adopt certain approach to meet the purpose. With the advent of modern technology, lots of innovations were introduced to educational setting. However, the problem on learners' poor performance remains. As observed, this situation is attributed to one of the dominant factors, which is the learners' po...
Research Paper (postgraduate) from the year 2017 in the subject Pedagogy - The Teacher, Educational Leadership, , language: English, abstract: Teaching is an art that requires a strategy to hold the learners' learning engagement and facilitate better academic experience. Teacher, therefore, has to adopt certain approach to meet the purpose. With the advent of modern technology, lots of innovations were introduced to educational setting. However, the problem on learners' poor performance remains. As observed, this situation is attributed to one of the dominant factors, which is the learners' poor study habit. From this point, note-taking is perceived to be an apt action considering its advantages cited. Hence, this study is conducted.This endeavor tested the effect of graded and monitored metacognitive note-taking on the academic performance of fourth year students in English of Calingcaguing National High School, S.Y. 2014-2015. The study utilized pre - experimental design where only single group is considered and no control group was included. The single group of randomly selected 50 samples, was tested before and after exposure to graded and monitored meta-cognitive note-taking. The results revealed that: (1) the students mean pretest score is 25.9, (2) students mean posttest score is 42.86 and (3) there is a significant difference between the mean pretest and posttest scores of the students as revealed by the computed t-value of 7.77. From the result, it is inferred that graded and monitored metacognitive note-taking has a good impact on the learners' performance in English thus, a helpful approach in classroom instruction. Recommendations drawn are (1) graded and monitored metacognitive note-taking in other English classes or in the lower level may be adopted, (2) use graded and monitored metacognitive note-taking as an approach in teaching other subjects and (3) another related study to further test the usefulness of the approach may be conducted.
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