Teachers’ Metacognition and Higher Order Thinking Skills of Elementary School Learners in Eastern Samar, Philippines

Abstract

This investigation primarily aims at identifying if significant relationship exists between teachers’ metacognition and learners’ Higher Order Thinking Skills (HOTS). The correlational method of research was employed to satisfy the primary objective of the investigation. Two groups of respondents were involved which included total enumeration of Grade VI teachers and randomly selected Grade VI learners in Can-avid District. Through the administration of adapted sets of questionnaire and analysis of data, using appropriate descriptive and inferential statistical tools, the study revealed the following salient findings: (1) Majority of the teacher-respondents indicated a very high level of conceptual knowledge of cognition and planning skills of cognition regulation rather than procedural knowledge and evaluating and monitoring skills; (2) Learners have exhibited very poor Higher Order Thinking Skills in terms of scientific inquiry skills of analyzing, evaluating, and creating;  and that (3)Teachers’ metacognition only manifested a negative weak correlation with learners’ creating skills. The study   recommends for advancement of teachers’ metacognition and learners’ HOTS through active integration of said skills in the curriculum and providing opportunities for teachers’ professional advancement.