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ONLINE SCIENCE LABORATORY-BASED ACTIVITIES ON STUDENT’s METACOGNITION AND PERFORMANCE AMIDST PANDEMIC

Volume: 102  ,  Issue: 1 , June    Published Date: 15 June 2022
Publisher Name: IJRP
Views: 62  ,  Download: 23 , Pages: 891 - 901    
DOI: 10.47119/IJRP1001021620223330

Authors

# Author Name
1 SHIELA FRESNIDO FRESNIDO

Abstract

This study determined the effects of online science laboratory-based activities on student’s metacognition and performance amidst pandemic of the respondents from Gov. Felicisimo T San Luis Integrated Senior High School. It aimed to answer the questions such as the level of online Science laboratory based activities in terms of manipulative online activities, online videos, and interactive simulations. Furthermore, this also sought to determine the mean level of the student’s metacognition in terms of cognitive process, thinking process, self-regulations, self-reflection, and appropriate strategies utilization, and the mean level of the student’s performance as to Pre-Test and Post-Test. Lastly to sought to answer the question about the significant effect of online science laboratory-based activities on the students’ metacognition and performance. The descriptive method was utilized in this study since it yields valid and reliable results for a manageable number of respondents and can be accomplished with limited resources. The research also used the survey questionnaire and Pre-test and Post-test to obtain data from the selected grade 7 students from different public junior high school in Sta Cruz Laguna specifically Gov. Felicisimo T. San Luis Integrated Senior High School and Pedro Guevara National High School. The process of descriptive survey research went beyond mere gathering and tabulation of data. It involved an element of interpretation of the meaning or significance of the result since the investigation is concerned with determining the effect of online science laboratory-based activities on the students’ metacognition and performance. It presents the significant effect of the science laboratory-based activities on the level of students’ metacognition. Specifically, it shows the effect of manipulative online activities, online videos, and interactive simulations on the cognitive process, thinking process, self-regulation, self-reflection, and appropriate strategies utilization. The researcher then came up that online science laboratory-based activities have no significant effect on the students’ metacognition and performance” is rejected and calls for the acceptance of the alternative, which incites a significant effect.

Keywords

  • intaractive simulation
  • manipulative actvities
  • online laboratory