THE IMPACT OF COGNITIVE AND METACOGNITIVE LEARNING STRATEGIES IN DESKTOP TEACHING
Abstract
This study was designed to examine the learning impact of cognitive and metacognitive learning strategies when used in desktop teaching. Controlled by their learning abilities in Communication Arts English, the students’ mastery of concepts, as bases for the development of a central schema towards the development of a working definition and explanations, was evaluated using their cognitive and metacognitive learning strategies in desktop teaching. Twenty-eight (28) students enrolled in Methods of Research were the respondents of the study. A questionnaire was adopted in determining their cognitive and metacognitive learning strategies while their GPA in Communication Arts English was used in determining their learning abilities. Using Pearson-r correlation, a highly significant positive relationship was found between their learning abilities and their cognitive and metacognitive learning strategies; a significant positive relationship between their cognitive and metacognitive learning strategies and their success in desktop teaching; and a significant positive relationship between their performance in formative and summative evaluations and their cognitive and metacognitive learning strategies and success in desktop teaching were also found.
Keywords: Desktop Teaching, Cognitive and Metacognitive Strategies, Learning Outcomes, Learning Abilities, Academic Performance.
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