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Metacognitive Inquiry via Reflective Tasking Methodology

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  • Julius R. Garzon

    (Master Teacher III, Libhu National High School, Department of Education, Schools Division of Maasin City, Philippines)

Abstract

Combining inquiry and metacognition helps strengthen mathematical learning. This study examines how metacognitive mathematical inquiry can be modeled using reflective tasking approach. Quasi-experimental design was employed in two comparable groups of Grade 9 students of Ibarra National High School, Maasin City, Philippines during the academic year 2021-2022. Lesson guides on reflective task assessments anchored on metacognitive and inquiry-based learning theories, inquiry rubric scales and modified state metacognitive inventory served as data collection instruments. Results of t-test analysis revealed significant difference in performance between groups implying high efficacy of the methodology in stimulating students’ metacognitive inquiry skill. Correlation values projected significant relationship between reflective learning performances with metacognition. Quantitative evidences, thus, lead to conclusion that reflective tasking methodology exemplifies potential in metacognitive mathematical inquiry as it optimizes their thinking processes, task involvement, and regulation through self-reflection principles worthy of practice throughout lifelong learning.

Suggested Citation

  • Julius R. Garzon, 2023. "Metacognitive Inquiry via Reflective Tasking Methodology," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 7(11), pages 1737-1744, November.
    • Handle: RePEc:bcp:journl:v:7:y:2023:i:11:p:1737-1744
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    References listed on IDEAS

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    1. Hainora Hamzah & Mohd Isa Hamzah & Hafizhah Zulkifli, 2022. "Systematic Literature Review on the Elements of Metacognition-Based Higher Order Thinking Skills (HOTS) Teaching and Learning Modules," Sustainability, MDPI, vol. 14(2), pages 1-15, January.
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