Metacognition for Autonomous Learning Within Sociocultural Context: An Explanatory Sequential Study of Grade 5 Pupils in a Specialized Reading Class
DOI:
https://doi.org/10.5281/zenodo.20098056Keywords:
metacognitive ability, autonomous learning, sociocultural context, explanatory sequential design, reading strategies, Grade 5 pupilsAbstract
This explanatory sequential mixed-methods study examined the relationship between metacognitive ability and autonomous learning among exceptional Grade 5 pupils in a specialized reading class within a sociocultural classroom context. The study determined pupils’ levels of metacognitive knowledge, metacognitive regulation, critical thinking, decision making, and problem solving; tested the relationship between metacognitive ability and autonomous learning; explored classroom and learner-based explanations for the quantitative results; and developed evidence-based reading strategies assessed by teachers for acceptability. In the quantitative phase, 41 exceptional Grade 5 pupils from Isabelo Delos Reyes Elementary School during school year 2025-2026 completed performance-based reading tasks using literary and scientific texts with PISA-aligned open-ended questions. Responses were scored using validated researcher-made rubrics and analyzed through descriptive statistics and Spearman’s rho. In the qualitative phase, focus group discussions were thematically analyzed to explain the statistical relationship. Findings showed evident metacognitive knowledge (M = 4.17), metacognitive regulation (M = 4.13), and overall metacognitive ability (M = 4.15). Pupils also demonstrated evident autonomous learning in critical thinking (M = 4.19), decision making (M = 4.14), problem solving (M = 4.15), and overall autonomous learning (M = 4.16). Spearman’s rho revealed a significant positive relationship between metacognitive ability and autonomous learning (ρ = 0.692, p < .001). Qualitative findings explained this relationship through a dual pathway in which teacher scaffolding, peer support, and independent problem solving gradually moved pupils from socially guided learning toward self-regulation. Teachers rated the proposed reading strategies as highly acceptable in practicality, relevance, and potential effectiveness. The study concludes that metacognition and autonomous learning are mutually reinforcing and that structured, scaffolded, and reflective reading strategies can strengthen pupils’ independent learning capabilities.
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