Examining Level of Competencies: A Metacognitive Learning, Brain-Based Learning and Social Learning Theory Approach in Teaching in Grade 9 Araling Panlipunan

Abstract

This study targeted to assess the impact of Metacognitive Learning, Brain-based Learning and Social Learning Theory Approaches on the performance of Grade 9 students in Araling Panlipunan.

Research examined the level of performance of students on various competencies in Fourth Quarter. Researcher used a descriptive-comparative research design with a single group pre-test and post-test approach to assess the performance improvement of students. At the same time, it incorporated metacognitive learning approach strategies (concept mapping, peer teaching, and debate), brain-based learning strategies (chunked instruction, KWL charting, and explicit teaching), and social learning theory approach strategies (multimedia, gamification, and role-playing) into the teaching-learning process.

A pre-test and post-test were administered to a section of Grade 9 students at Manabo National High School. A teacher-made 50-item multiple-choice test was used for both assessments. Data were processed using statistical treatments such as mean scores, paired-sample t-tests, and independent t-tests.

After the implementation of different strategies of metacognitive, brain-based and social learning theory approaches, students exposed to these approaches performed significantly better than those taught using traditional methods. Experimental group showed significant improvement, consistently achieving "Satisfactory" ratings, while control group remained at the "Fairly Satisfactory" level. Finally, findings indicate learner-centered, interactive, and collaborative strategies lead to a higher academic performance than traditional teaching approach.