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Metacognitive Analogy Intruction

This study investigates the effects of metacognitive analogy instruction on 10th grade students' reflective thinking and motivation in biology. Students will be taught topics like the nervous system and heredity using either metacognitive analogy instruction, which guides students in planning, monitoring, and evaluating their use of analogies, or a non-metacognitive approach. Pre- and post-tests will measure changes in reflective thinking and motivation. The results could help teachers design more effective biology lessons and curricula.

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Pat Bitara
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177 views21 pages

Metacognitive Analogy Intruction

This study investigates the effects of metacognitive analogy instruction on 10th grade students' reflective thinking and motivation in biology. Students will be taught topics like the nervous system and heredity using either metacognitive analogy instruction, which guides students in planning, monitoring, and evaluating their use of analogies, or a non-metacognitive approach. Pre- and post-tests will measure changes in reflective thinking and motivation. The results could help teachers design more effective biology lessons and curricula.

Uploaded by

Pat Bitara
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPT, PDF, TXT or read online on Scribd
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METACOGNITIVE ANALOGY

INSTRUCTION: EFFECTS ON
STUDENT REFLECTIVE THINKING
AND MOTIVATION IN BIOLOGY
REYNALD ALFRED A. RECEDE
M.A. BIOLOGY EDUCATION
COLLEGE OF EDUCATION
UNIVERSITY OF THE PHILIPPINES DILIMAN
BACKGROUND OF THE STUDY
 Filipino learners fail to see the importance of education due
to a lot of reasons.
 Many students are having difficulty in learning science
concepts.
 Analogies in instruction and teaching strategies have been
widely used in many classroom situations.
 The use of metacognitive analogies in classroom instruction
can be a factor in increasing students’ performance in school.
 Foreign studies did not explore the effects of metacognitive
analogy instruction on the students’ reflective thinking and
motivation in Biology.
Statement of the Problem

The study will investigate the effects of


Metacognitive Analogy Instruction on Grade 10
junior high school students’ reflective thinking
and motivation in Biology. Specifically, it seeks
to answer the following questions:
Research Questions Instruments Data Statistical
Analyses
1. Do students exposed to 1. Reflective Mean One-tailed
Metacognitive Analogy Thinking scores paired t-test
Instruction have higher mean Questionnaire for
posttest score in the Reflective independent
Thinking Questionnaire in samples
Biology than the students who
were exposed to Non-
Metacognitive Analogy
Instruction in terms of:
1.1 habitual action?
1.2 understanding?
1.3 reflection?
1.4 critical reflection?
Research Questions Instruments Data Statistical
Analyses
2. Do students exposed to 2. Academic Mean One-
Context-based Analogy Self- Scores tailed
Instruction exhibit a higher level Regulation paired t-
of motivation in Biology than Questionnair test for
indepen
students who were subjected to e (SRQ-A)
dent
Non Context-Based Analogy
samples
Instruction in terms of:
2.1 external regulation?
2.2 introjected regulation?
2.3 identified regulation?
2.4 intrinsic motivation? Scores in the Pearson
metacognitiv r
3. Is there a significant positive e knowledge
correlati
relationship between student and
on
reflective thinking skills and motivation
motivation in Biology? in Biology
instruments
Significance of the Study
Biology Teachers. The result of the study could help
biology teachers in providing appropriate instructional
materials that will enable students to better
understand scientific concepts.

Science Coordinators and School Administrators. This


study may help Science Coordinators in exploring new
strategies that may lead to better understanding of
selected concepts in Biology.
Curriculum Planners. This study may serve as a
guide in drafting educational frameworks and in
improving existing curriculum guides.

Researchers. Results of the study can be a


springboard for other researches in other
related studies, particularly in classroom
instruction to promote varied teaching
strategies
Scope and Delimitation
The study will involve Grade 10 junior high school students of a
public national high school in San Mateo, Rizal from November 7,
2016 to January 13, 2017 of Academic Year 2016-2017.

There will be two classes, each composed of about 50-55


students. One class will be exposed to Metacognitive Analogy
Instruction Approach (MAIA), the other to Non-Metacognitive
Analogy Instruction (NMAI). The researcher will teach both of
these classes

The topics that will be taught are: (1) Nervous System; (2)
Heredity: Inheritance and Variation; and (3) Flow of Energy and
Matter in Ecosystems.
Methodology
Research design
• The study will utilize a quasi-experimental pretest-
posttest design with two intact classes to test the
effectiveness of Metacognitive Analogy Instruction
Approach (MAIA) on student reflective thinking and
motivation in Biology.
• Using a coin toss, the teacher-researcher will
determine which group will receive the treatment.
• One group will be exposed to Metacognitive
Analogy Instruction Approach (MAIA) and the
other group will be exposed to Non-
Metacognitive Analogy Instruction Approach
(NMAIA).
Teaching Approaches
Metacognitive Analogy Instruction Approach
(MAIA).
• This approach uses science activities which will
employ metacognitive analogies. In metacognitive
analogy, students carefully plan and choose the
analogy that they will use in a certain target concept.
• Next, they reflect and analyze how the chosen
familiar concept is the best option to explain the
target concept.
• Lastly, they present their analogies to their
classmates and other groups for final
evaluation.
• The approach will utilize the phases of
metacognition suggested by Fogarty (1994)
which are planning, monitoring, and
evaluating. Each phase will have questions
that will allow students to manage their own
thinking. Some questions are as follows:
• Planning Phase:
1. What am I supposed to learn?
2. What should I look for in this reading?
3. In what direction do I want my thinking to take me?
• Monitoring Phase:
1. Am I on the right track?
2. What object will I use that is comparable with the
concept that we wanted to learn?
3. Does the chosen object explain most of the
attributes of the target concept?
• Evaluating Phase:
1. How well did I do?
2. Is the chosen object of analogy appropriate?
3. Is there anything I don’t understand after I
used analogies in learning new concepts?
Non-Metacognitive Analogy Instruction
Approach (NMAIA). The Non Metacognitive
Analogy Instruction Approach is different from
MAIA because metacognitive analogies will not
be integrated into the teaching of Grade 10
biology concepts, principles and laws.
Metacognitive Analogy Instruction Approach and the Non-
Metacognitive Analogy Instruction Approach Lesson Plans
Metacognitive Analogy Instruction Non-Metacognitive Analogy Instruction
Approach Approach
(60 min.) (60 min.)
Priming (10min.) Priming (10min.)
 Priming  Priming
 Motivation  Motivation

Activities (15 min.) Activities (15 min.)


 Students are grouped and  Giving of traditional materials for
they read the topic for the day the activity

Analysis (15min.) Analysis (15min.)


 (Planning phase) Students  Students simply explain the
plan for analogies to be used answer to the traditional activity
in explaining the new science sheet
concept presented to them
Application (10min.) Application (10min.)
 (Monitoring Phase)Students  Citing Situation
within the mother group
analyze the analogies that
each member came up with

Assessment (10min.) Assessment (10min.)


 (Evaluating Phase) Students  Quizzes and Reflection Papers
evaluate the newly generated
analogies of their peers in the
classroom
Data Collection Procedure
The instrument which will be used in the study
will be pilot-tested among the Grade 11
students of the same school in October 2016.
The pilot testing will be done to establish the
reliability of the instruments.
Data Analysis Procedure
The quantitative data of this study will be
processed using the Microsoft Excel 2010 and
the Statistical Package for Social Sciences (SPSS)
for Windows Standard Version 23.
Two-tailed t-test for independent samples will
be performed on the mean scores of the pretest
in the RTQ and SRQ-A of students who were
exposed to MAIA and NMAIA to determine the
comparability of the two groups.
One-tailed paired samples t-test will be
performed on the mean posttest scores of the
RTQ and SRQ-A of both groups to find out the
effect of the intervention (MAIA).
Pearson r correlation will be used to determine
if there is a positive relationship between
student reflective thinking skills and motivation
in Biology after the intervention.

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