Enhancing Grade 9 Learners’ Science Achievement and Metacognition Through Structured Digital Learning Episodes
DOI:
https://doi.org/10.5281/zenodo.22029542Keywords:
Structured Digital Learning Episodes, science achievement, metacognition, Grade 9 Science, instructional material developmentAbstract
This study was conducted to address the increasing need for innovative digital instructional approaches to enhance learners’ science achievement and metacognition in Grade 9 Science. Specifically, it aimed to determine the extent of utilization of technology-assisted instructional strategies, identify the challenges encountered by science teachers, develop Structured Digital Learning Episodes (SDLE), assess their acceptability, and determine their effectiveness in improving learners’ science achievement and metacognition. The study employed a Research and Development (R&D) design consisting of descriptive survey, thematic analysis, developmental research, descriptive-evaluative research, and one-group pretest-posttest phases. The study was conducted in District VI, Division of the City of Manila. Respondents included 38 science teachers for the needs assessment, science teachers and experts for acceptability evaluation, and 80 Grade 9 learners for pilot testing. Purposive sampling was employed. Instruments included a utilization and challenges survey, an acceptability questionnaire, the Science Achievement Test, and the Metacognition Questionnaire. Data were analyzed using weighted mean, rank, grand mean, frequency, percentage, mean, standard deviation, Shapiro–Wilk test, and Wilcoxon Signed-Rank Test. Findings revealed that technology-assisted instructional strategies were generally utilized, although several implementation challenges were identified. The developed SDLE was rated highly acceptable across all criteria. Significant improvements were observed in learners’ science achievement, knowledge of cognition, and cognitive regulation after using the SDLE. The study concluded that SDLE is an effective and acceptable instructional innovation for enhancing science achievement and metacognition among Grade 9 learners.
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