Effects of Metacognitive and Transformative Reflection Approaches on the Cognitive Skill of the Sophomore High School Students

This action research was conducted to determine the effectiveness of metacognitive and transformative reflection approaches in developing the cognitive skills of the sophomore high school students. The study involved two randomly constituted class sections in Values Education of Liceo de Cagayan University. A set of questionnaires was used to measure the performance of the students in the objective test and reflective essay writing. The same set of tests was used for the pretest and posttest. The statistical technique of paired sample t-test was utilized to analyze the collected data. Analysis of the results in the posttest revealed that there was a significant difference in the pretest and posttest scores in the objective test and reflective essay writing of both the metacognitive and transformative groups. That is, both teaching approaches work well in effecting learning among the students. Finding shows that in the area of bloom taxonomy, metacognitive is useful for knowledge, application, comprehension and analysis, while synthesis and evaluation are highly developed through transformative reflection approach.

Keywords: Metacognitive, transformative, reflection, cognitive