Metacognitive Self-Regulation, Peer Learning And Interns’ Teaching Performance In Mathematics
Volume 3 - Issue 6, June 2019 Edition
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Author(s)
Jo Ann M. Petancio, Noremay B. Perez, Nigel Glenn N. Javier
Keywords
Metacognitive self-regulation, Peer learning, Teaching Performance
Abstract
This study intended to find out a mathematical model that best describes the relationship a) between teaching performance and metacognitive self-regulation, b) between teaching performance and peer learning, and c) among interns’ mathematics teaching performance, metacognitive self-regulation and peer learning. Primary data from 32 randomly selected student interns were gathered using a 15-item 7-point Likert-type questionnaire adapted from the metacognitive self-regulation and peer learning subscales of the Motivated Strategies for Learning Questionnaire (MSLQ) by Garcia and Pintrich [3] with Cronbach alphas of 0.79 and 0.76, respectively. These data were analyzed using artificial intelligence using a free trial version of a symbolic regression software. Results showed that at varying levels of metacognitive self-regulation or peer learning, teaching performance also varies. But, for maximum teaching performance, a high level of metacognitive self-regulation strategy coupled with a low peer learning skill level is needed. Thus, teaching performance in mathematics is greatly affected by metacognitive self-regulation. The development of metacognitive self-regulation strategies prior to entering the internship phase will definitely help an intern improve his/her teaching performance in math.
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http://dx.doi.org/10.1007/978-94-011-0657-3_12
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