The challenge of contextualized and reliable learning materials, foundational mathematical skills, lack of specialists, and laboratory facilities lowered the competency performance of Senior High School learners in Calculus-based Mechanics. Furthermore, the limited contact time hindered opportunities for learners to be given the opportunity to reflect on their learning, which resulted in misconceptions and loss of introspective relevance of the concepts learned. JiTT-M was adapted in designing lesson episodes and materials as a response to this problem. This was achieved by incorporating guided problem-solving using the Feynman Approach, the use of computer simulations, and metacognitive cues to assess individual and group performance. This was conducted with students (N=139) from Catanduanes National High School from March to July 2024. The post-implementation results indicated a large significant improvement in mechanics (d=1.04), mathematics (d=18.42), and metacognition scores (d=41.24). A significant positive direct relationship was established between perception to attitudes, perception to mathematics scores, and mathematics scores to mechanics scores using SEM Path Analysis. Learners had identified strategies for metacognition dubbed Metastrategies, which were classified as either internal or external Metastrategies. Moreover, the simulations curated and used by the learners were able to improve the problem-solving strategies in understanding Calculus-based Mechanics.

Authors:
Jorge Victor Sales, De La Salle University, Philippines
Jhoanne Rafon-Paghubasan, Centro Escolar University-Manila, Philippines
Maricar Prudente, De La Salle University-Manila, Philippines

About the Presenter(s)
Mr Jorge Victor Sales is a University Doctoral Student at De La Salle University in Philippines

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