Teachers Metacognitive Strategies And Grade 9 Learners’ Attainment On English Learning Competencies In Sdo Batangas City

Abstract

The attainment of learning competencies remains a key objective in education, yet many learners struggle to achieve expected outcomes due to limited awareness of their own learning processes. 
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This study examined the extent of teachers’ use of metacognitive learning strategies and the proficiency level of Grade 9 students in English learning competencies across public schools in Batangas City, particularly in speaking, listening and viewing, reading and comprehension, grammar, and language use. It aimed to determine how these strategies are recognized and applied in classroom instruction. The study also explored the use of specific metacognitive techniques, including organizing, self-regulation, monitoring, planning, and evaluating. Furthermore, it identified the issues and challenges encountered by teachers in implementing these metacognitive strategies. The researcher used the quantitative design as the most appropriate method in the conduct of the study. A total of 101 English teachers from the Public Junior High School in SDO Batangas City were the respondents of the study which was chosen using a stratified random sampling procedure. A questionnaire and interview were used as the primary data-gathering instruments to obtain the necessary information. The results were analyzed and interpreted based on criteria aligned with a four-point Likert scale. 

The findings revealed that teachers highly utilized metacognitive teaching strategies in English, particularly in planning, monitoring, organizing, and self-regulating, while evaluating was less frequently applied. Students demonstrated a moderate level of attainment across all English learning competencies, including listening and viewing, speaking, reading and comprehension, writing and composition, and grammar and language use. 

There is no significant relationship found between teachers’ use of metacognitive strategies and students’ competency attainment in terms of planning, organizing, evaluating, and self-regulating, whereas a significant relationship emerged only in monitoring. Teachers also strongly agreed that various challenges hinder the effective application of these strategies in the classroom. 

Based on these findings, enhancement activities were proposed to improve both the utilization of teaching strategies and the attainment of English learning competencies.