Date of Publication

7-2025

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Science Education Major in Physics

Subject Categories

Science and Mathematics Education

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Science Education

Thesis Advisor

Voltaire Mallari Mistades

Defense Panel Chair

Maricar S. Prudente

Defense Panel Member

Denis Dyvee R. Errabo
Michelle T. Natividad
Socorro E. Aguja
Analyn N. Tolentino

Abstract/Summary

The study explored how shared metacognition, facilitated within a Community of Inquiry (CoI) framework, influenced the physics performance of Grade 12 STEM students in a blended learning modality. By engaging learners in collaborative regulation of thinking through group discussion, structured reflection, and feedback, the research aimed to enhance conceptual understanding and problem-solving skills in General Physics 2. The research utilized a mixed-method approach, specifically a convergent parallel research design, where quasi-experimental and qualitative data were collected simultaneously. Using a purposive sampling technique, the study involved 2 sections of SHS STEM (N = 101) students over nine weeks during the third quarter of SY 2024-2025. Data were collected through validated teacher-made pretest and posttest, shared metacognition and CoI questionnaires, focus group discussions, quizzes, long test, exit tickets, activity sheets, and group discussions. Findings revealed students’ perceptions for facilitating shared metacognition to optimize physics learning were routine group/pair discussions, active teacher facilitation, fostering planning and goal setting, and allowing freedom to choose group members. A significant positive relationship between shared metacognition and both conceptual understanding (rs = .25, p < 0.005) and problemsolving skills (rs = .31, p < 0.001) was found. Improvements in pretest and post-test scores which was found to be significantly different for conceptual understanding (t(100) = - 12.62, p < 0.001) and physics problem-solving skills (t(100) = -19.93, p < .001), long test results, and group discussions confirmed the effectiveness of these strategies. Thematic analysis of students’ experiences revealed enhanced comprehension, error detection, open communication, reflection on strategies, shared responsibility to learn, fun and positive experiences, and increased confidence and motivation. Additionally, students reported high perceptions of teaching, cognitive, and social presence. Given the lower rating in online social interaction, it is recommended that educators redesign online discussions to be more interactive. Educators are encouraged to incorporate shared metacognition practices, especially in classes conducted in a blended learning modality, as it offers potential to increase students’ physics conceptual and problem-solving skills.

Keywords: shared metacognition, community of inquiry, physics performance, blended learning, physics conceptual understanding, physics problem-solving

Abstract Format

html

Language

English

Format

Electronic

Keywords

Metacognition; Physics—Study and teaching; Blended learning

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Embargo Period

8-2028

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Available for download on Tuesday, August 01, 2028

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