Instructional Practices and Metacognitive Ability on the Language Competence of Junior High School Students

Raphy V. Abang, MAEd, MALT1*, & James L. Paglinawan, PhD2
1Graduate Student, Central Mindanao University, Philippines
2Professor, College of Education, Central Mindanao University, Philippines
DOI – http://doi.org/10.37502/IJSMR.2024.71120

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Abstract

The focal point of this study was to investigate the significant relationship between instructional practices and metacognitive ability on language competence of junior high school students in Kidapawan City, Cotabato, Philippines. The research also aimed to find out the domain of instructional practices and metacognitive ability that influence the language competence of junior high school students. Furthermore, this study utilized the non-experimental quantitative research design applying the correlational technique. The data were collected from 106 junior high school students through surveys, revealing the very high-level instructional practices of Filipino teachers and high-level metacognitive ability and language competence of students. This study further disclosed that instructional practices does not have significant relationship with language competence, however, significant association was found between metacognitive ability and language competence. The findings indicated that even when teachers carry out instructional practices in their teaching and instruction, it doesn’t guarantee that students will improve their competence in language. On the other hand, practicing metacognitive ability can lead to better performance in language assessment given that students who are aware of their learning and employed effective strategies tend to achieve better performance. Evaluating strategy used and learning output of metacognitive ability were found to be the best predictor of language competence of junior high school students.

Keywords: instructional practices, metacognitive ability, language competence

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