METACOGNITION ACTIVITIES OF TEACHERS AND SOCIAL INTERACTIONS OF LEARNERS IN MODULAR LEARNING MODALITY
Araceli Tagle-Cullamat | Remigilda D Gallardo
Abstract:
The meta-cognition activities of the teacher and the social interaction of
students in the modular learning modality are the major challenge for
teachers. The respondents under the inclusion criteria of this study were
composed of 120 teachers of Public Elementary School District II, Island
Garden City of Samal. This study aimed to determine the relationship
between the meta-cognition activities of the teacher and the social
interaction of students in the modular learning modality. Further concerns
of this study are the extent of meta-cognition activities of teachers in terms
of planning, monitoring; evaluating, and revising for the extent of social
interaction of learners in modular learning modality in terms of learning
commitments; priorities; time zone management; and direct response.
This implied that everyone in the respondent agreed that all indicators for
meta-cognition activities of the teacher are needed by teachers to activate
the stimuli of learners, especially to their social interaction in modular
learning modality. This can be seen that teachers are working hard as a
team to achieve the effectiveness of their teaching despite of pandemic
crisis in the education system and even any switching of academic
modalities of learning. Therefore, this finding suggests that the null
hypothesis is rejected, which means that there are domains in the metacognition activities of teacher are significant influences the social
interaction of learners in modular learning modality. Furthermore, the
results may provide school principals, administrators, and teachers with
reliable bases for improving their supervisory services and teacher’s
pedagogy specifically for the new normal education system and different
modalities.
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