CONSTRUCTIVIST LEARNING ENVIRONMENT MANAGEMENT, METACOGNITIVE AWARENESS AND EPISTEMOLOGICAL BELIEFS: A STRUCTURAL EQUATION MODEL ON ACADEMIC SUCCESS OF STUDENTS IN PUBLIC SENIOR HIGH SCHOOLS

Jean M. Del Valle, Eugenio S. Guhao Jr.

Abstract


The purpose of the study was to establish a causal model of academic success for students influenced by constructivist learning environment management, metacognitive awareness, and epistemological beliefs. The research design used in the study was descriptive-causal design through Structural Equation Modeling. Four hundred (400) public school teachers in Region XI, Philippines, were randomly selected as respondents of the study. The data collected were analyzed using mean, product-moment correlation and structural equation modeling. This study is also aligned with the United Nations SDG #4, entitled Ensuring Inclusive and Equitable Quality Education and Promote Lifelong Learning Opportunities for All (United Nations, 2024). Findings revealed that the variable, constructivist learning environment management, had a very high mean level, while metacognitive awareness, epistemological beliefs, and academic success exhibited only high mean levels. Furthermore, there were significant relationships between each exogenous variable and endogenous variable, namely: constructivist learning environment management and academic success of students; metacognitive awareness and academic success of students; and epistemological beliefs and academic success of students. Findings further showed that among the three generated structural models, Model 3 was the best-fit model. After structural modification, Model 3 revealed that Constructivist Learning Environment Management (CLEM) was described by the remaining two indicators: communication and interaction (ci) and relation establishment (re), while Metacognitive Awareness (MCA) was measured by its remaining two indicators, namely: conditional knowledge (ck) and procedural knowledge (pk). Moreover, epistemological beliefs (EB) are determined by two remaining indicators: source (sou) and speed/stability (ss). Finally, the endogenous variable, Academic Success of Students (ASS), was defined by three indicators: internal motivation confidence (imc), socialization (soc), and personal adjustment (pa). The findings of the research study can help the Department of Education develop a more comprehensive intervention program to boost the chances of academic success of students.

 

Article visualizations:

Hit counter


Keywords


educational management, student academic success, constructivist learning environment management, metacognitive awareness, epistemological beliefs, Philippines

Full Text:

PDF

References


Abdelrahman, R. M. (2020). Metacognitive awareness and academic motivation and their impact on academic achievement of Ajman University students. Heliyon, 6(9). Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7481518/

Adak, S., & Chatterjee, K. (2019). Effectiveness of constructivist approach on academic achievement in science at secondary level. Educational Research and Reviews, 12(22), 1074-1079. Retrieved from https://ijrar.org/papers/IJRAR19H1192.pdf

Alipio, M. (2020). Adjustment to college and academic performance: Insights from

Filipino college freshmen in an allied health science course. Retrieved from https://files.osf.io/v1/resources/74ysf/providers/osfstorage/5e945e96d69735038fbd9692?format=pdf&action=download&direct&version=1

Al-Zoubi, S., & Younes, M. (2019). Low academic achievement: Causes and results. Theory and Practice in Language Studies, 5(11), 2262-2268. Retrieved from https://www.researchgate.net/profile/Samer-Al-Zoubi-3/publication/374477134_Low_Academic_ Achievement_Causes_and_Results/links/651fb649d717ef1293cf2dff/Low-Academic-Achievement-Causes-and-Results.pdf

Anagün, S. S. (2018). Teachers' perceptions about the relationship between 21st century skills and managing constructivist learning environments. International Journal of Instruction, 11(4), 825-840. Retrieved from https://smartlib.umri.ac.id/assets/uploads/files/b4f07-iji_2018_4_52.pdf

Anjusha, V. V., & Niranjana, K. P. (2018). Relationship between epistemological beliefs and achievement in physics among secondary school students (Doctoral dissertation, Farook Training College). Retrieved from http://74.208.36.141:8080/jspui/bitstream/123456789/20/1/Anjusha%20%20Final%2016.09.18-converted.pdf

Bakar, N. A., Alsmadi, M. S., Ali, Z., Shuaibu, A., & Solahudin, M. H. (2022). Influence of students' motivation on academic achievement among undergraduate students in Malaysia. Journal of Positive School Psychology, 6(2), 3443-3450. Retrieved from https://www.journalppw.com/index.php/jpsp/article/view/2300

Blas, J. B., & Guhao Jr, E. S. Leadership behavior, strategic leadership and instructional leadership of school heads: A structural equation model on teacher engagement in Region XI. Retrieved from https://www.ijisrt.com/assets/upload/files/IJISRT23JUL271.pdf

Boyle, T. (1994). Designing for usability and effectiveness in a resource rich learning system. East-West Journal of Computers Education 1, 37-45.

Burić, I., & Kim, L. E. (2020). Teacher self-efficacy, instructional quality, and student motivational beliefs: An analysis using multilevel structural equation modeling. Learning and Instruction, 66, 101302. Retrieved from https://eprints.whiterose.ac.uk/155353/1/Buric_Kim_2020_.pdf

Cascio, C. (2019). Factors of poor student performance. Retrieved from https://www.theclassroom.com/factors-poor-student-performance-12636.html.

Chepkwony, C. C., Kafwa, N. V., Kisilu, A. S., & Kenya, E. (2018). Organization of learning environment in teaching language activities: A focus on ECD learners. Organization, 9(15). Retrieved from https://core.ac.uk/download/pdf/234641657.pdf

Christensen, B. L., Johnson, R. B. & Turner, L. A. (2011). Research methods, design and analysis. Boston: Pearson. Retrieved from https://www.pearsonhighered.com/assets/preface/0/2/0/5/0205944566.pdf

Cicekci, M. A., & Sadik, F. (2019). Teachers' and students' opinions about students' attention problems during the lesson. Journal of Education and Learning, 8(6), 15-30. Retrieved from https://files.eric.ed.gov/fulltext/EJ1232893.pdf

D'Agostino, R. B. (2017). Goodness-of-fit-techniques. Routledge.

Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97-140. Retrieved from https://www.tandfonline.com/doi/full/10.1080/10888691.2018.1537791

Dhyani, R., & Maikhuri, R. (2018). A study on the metacognitive awareness of primary school students evaluation, International Journal of Research in all Subjects in Multi Languages 6(2). Retrieved from http://www.raijmr.com/ijrsml/wp-content/uploads/2018/03/IJRSML_2018_vol06_issue_2_Eng_12.pdf

Dlamini, B. I., Tom, R. F., Nel, K. A., & Zogli, L. K. J. (2020). Adjustment experiences of first-year students in South Africa. Academy of Educational Leadership Journal, Vol. 24, Issue 2. Retrieved from https://www.abacademies.org/articles/Adjustment-experiences-of-first-year-students-in-south-africa-1528-2643-24-2-149.pdf

Dunlosky, J. (2021). Fostering metacognition to support student learning and performance. CBE—Life Sciences Education, 20(2), fe3. Retrieved from https://www.lifescied.org/doi/abs/10.1187/cbe.20-12-0289

Festa-Dreher, D. (2012). The academic success inventory for college students: An item response theory analysis. The Florida State University. Retrieved from https://www.proquest.com/openview/9763b1a949bec7c644bd2a6302e038d8/1?pq-origsite=gscholar&cbl=18750

Fidrayani, F., & Hadiati, E. (2020). The analysis of self-efficacy and classroom management as contributors to teacher personality of madrasah ibtidaiyah. Al Ibtida: Jurnal Pendidikan Guru MI, 7(1), 132-147. Retrieved from https://www.syekhnurjati.ac.id/jurnal/index.php/ibtida/article/view/6147

Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The Nature of Intelligence (pp.231-236). Hillsdale, NJ: Erlbaum

Glaser, M., & Chi, M. T. (2018). Learning from examples via self-explanations. In Knowing, learning, and instruction (pp. 251-282). Routledge. Retrieved from https://www.taylorfrancis.com/chapters/edit/10.4324/9781315044408-8/learning-examples-via-self-explanations-michelene-chi

Guo, X. (2022). The relationship between epistemological beliefs, reflective thinking, and science identity: A structural equation modeling analysis. International Journal of STEM Education, 9(1), 40. Retrieved from https://link.springer.com/article/10.1186/s40594-022-00355-x

Hair, J. H., Tatham, R. L., & Anderson, R. E. (1998). Multivariate data analysis, Prentice Hall International, New York, NY, USA, 5th edition.

Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers. Retrieved from https://www.sciencedirect.com/science/article/pii/S2666412722000137

Harford Community College. (2014). Metacognitive awareness inventory. Harford Community College Learning Center. Retrieved from https://learntbl.ca/wp-content/uploads/2016/01/MetaCog_Inventory.pdf

Hart, P. (2017). Changing mindsets: Becoming planetary. The Journal of Environmental Education, 50(4-6), 270-288. Retrieved from https://www.tandfonline.com/doi/abs/10.1080/00958964.2019.1687410?casa_token=HzQJ0Nqn3cMAAAAA:HpW_MQcpIguoSJjL3eyuDqPN8SE9Ep9Ek7VqoLp0M7vzPIRKylT7wVPy5ayZOfr_krpV_lETG_St9CLLZA

Jena, A. K., & Chakraborty, S. (2018). Epistemological beliefs: Its relationship with learning styles, learning approaches, and achievement. Online Submission, 5(1), 60-70. Retrieved from https://files.eric.ed.gov/fulltext/ED585389.pdf

Koşer, G. (2022). 21st century skills and academic success of the student. The Online Journal of New Horizons in Education. Retrieved from https://www.tojned.net/journals/tojned/articles/v12i01/v12i01-01.pdf

Lee, Y. H. (2018). Internet-based epistemic beliefs, engagement in online activities, and intention for constructivist ICT integration among pre-service teachers. Australasian Journal of Educational Technology, 34(5). Retrieved from https://ajet.org.au/index.php/AJET/article/view/3747

Liu, S. (2022). Extrinsic motivation factors of primary school students in English learning. In 2022 International Conference on Science Education and Art Appreciation (SEAA 2022) (pp. 442-448). Atlantis Press. Retrieved from https://www.atlantis-press.com/proceedings/seaa-22/125976874

Mauliya, A. H., Utomo, Y., & Ibnu, M. S. (2020). Assessing high school student’s chemical literacy on salt hydrolysis. In IOP Conference Series: Earth and Environmental Science (Vol. 456, No. 1, p. 012065). IOP Publishing. Retrieved from https://iopscience.iop.org/article/10.1088/1755-1315/456/1/012065/meta

Mayasari, T., Handhika, J., Huriawati, F., Sasono, M., Kurniadi, E., Purwandari, P., & Yusro, A. C. (2018). A meta-analysis of constructivist approach on students’ achievement. Universitas PGRI Madiun. Retrieved from https://www.scitepress.org/Papers/2018/74232/74232.pdf

Mercer, R. (2020). Teacher training, beliefs, and use of a constructivist learning environment supported by instructional technology. Dissertations. 1792. Retrieved from https://aquila.usm.edu/cgi/viewcontent.cgi?article=2826&context=dissertations

Montgomery, M. (2020). Culture, community, and constructivism: Exploring the elements of a successful classroom. Retrieved from https://digital.library.txst.edu/server/api/core/bitstreams/4ef2c46b-b8cd-4ed2-9c08-c32eb1d52c09/content

Myburgh, C. (2019). Predicting academic success: Towards an admission and placement model (Doctoral dissertation, University of Pretoria). Retrieved from https://repository.up.ac.za/bitstream/handle/2263/71735/Myburgh_Predicting_2019.pdf?sequence=1

Njideka, N. J., & Mkpa, M. A. (2019). Effectiveness of the constructivist pedagogical strategy on academic achievement of Nigerian secondary school history students. Democracy, 2(10). Retrieved from http://www.ijlrhss.com/paper/volume-2-issue-10/8-HSS-518.pdf

Ongowo, R. O. (2022). Students’ epistemological beliefs from grade level perspective and relationship with science achievement in Kenya. Education Inquiry, 13(3), 287-303. Retrieved from https://www.tandfonline.com/doi/pdf/10.1080/20004508.2021.1892917

Özçakmak, H., Köroglu, M., Korkmaz, C., & Bolat, Y. (2021). The effect of metacognitive awareness on academic success. African Educational Research Journal, 9(2), 434-448. Retrieved from https://files.eric.ed.gov/fulltext/EJ1297101.pdf

Potgieter, E., & van der Walt, M. (2022). Metacognitive awareness and the zone of proximal intermediate phase mathematics teachers’ professional development. EURASIA Journal of Mathematics, Science and Technology Education, 18(8), em2134. Retrieved from https://www.ejmste.com/download/metacognitive-awareness-and-the-zone-of-proximal-intermediate-phase-mathematics-teachers-12206.pdf

Regier, J. (2021). Why is academic success important? Retrieved from https://saskschoolboards.ca/wp-content/uploads/2015/08/2011SIAST.pdf.

Salkind, N., Jr. (2007). Encyclopedia of measurements and statistics. Retrieved from https://dx/doi.org/10.4135/97814129526644.n439.

Sari, U. A., Fauziyah, N., & Ghozi, A. (2021). Improving the students’ learning concentration through ice breaking. Proceedings of the International Conference on Engineering, Technology and Social Science. Retrieved from http://repository.uin-malang.ac.id/8228/

Savoji, A. P., Niusha, B., & Boreiri, L. (2013). Relationship between epistemological beliefs, self-regulated learning strategies and academic achievement. Procedia-Social and Behavioral Sciences, 84, 1160-1165. Retrieved from https://pdf.sciencedirectassets.com/277811/1

Schraw, G. (2018). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460-475. Retrieved from https://bpb-us-e1.wpmucdn.com/blog.uta.edu/dist/1/4994/files/2021/06/Metacognitive-Awareness-Inventory-MAI.pdf

Seneviratne, K. P., Abd Hamid, J., Khatibi, A., Azam, F., & Sudasinghe, S. (2019). Teachers’ sense of efficacy: A challenge for professional development towards teaching science as inquiry. Science Education International, 30(4), 274-283. Retrieved from https://files.eric.ed.gov/fulltext/EJ1236350.pdf

Sheehy, K., Seale, A., & Hayhoe, S. (2023). Is distance education fun? The implications of undergraduates’ epistemological beliefs for improving their engagement and satisfaction with online learning. Athens Journal of Education, 10(2), 213-232. Retrieved from https://oro.open.ac.uk/88102/1/2023-10-2-2-Sheehy.pdf

Shirzad, S., Barjesteh, H., Dehqan, M., & Zare, M. (2022). Epistemic beliefs and learners' self-efficacy as predictors of language learning strategies: Toward testing a model. Frontiers in Psychology, 13, 867560. Retrieved from https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.867560/full

Shoaib, A., Akhtar, M., & Naheed, F. (2020). Epistemological beliefs regarding mathematics curriculum and students’ academic achievement. Journal of Educational Sciences, 7(2), 196-226. Retrieved from https://jesar.su.edu.pk/uploads/journals/Article_17.pdf

Sichon, D. J. S., & Guhao Jr, E. S. (2020). Implementing an effective student discipline: school heads ‘perspective. International Journal for Scientific and Technology and Research, 9(3), 3168-3191. Retrieved from https://d1wqtxts1xzle7.cloudfront.net/78102182/Implementing-An-Effective-Student-Discipline-School-Heads-Perspective-libre.pdf

Siqueira, M. A. M., Gonçalves, J. P., Mendonça, V. S., Kobayasi, R., Arantes-Costa, F. M., Tempski, P. Z., & Martins, M. D. A. (2020). Relationship between metacognitive awareness and motivation to learn in medical students. BMC Medical Education, 20(1), 1-10. Retrieved from https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-020-02318-8

Sunzuma, G., Zezekwa, N., & Munakandafa, W. (2022). Pre-service teachers’ preparation program: Is it responsive to the constructivist school curriculum. Journal of Mathematics and Science Teacher, 2(2). Retrieved from https://www.mathsciteacher.com/download/pre-service-teachers-preparation-program-is-it-responsive-to-the-constructivist-school-curriculum-12205.pdf

Świderski, E. M. (2020). Just where is the error? Or: Epistemology as the history of error?. Napis. Pismo poświęcone literaturze okolicznościowej i użytkowej, (26), 11-32. Retrieved from https://journals.openedition.org/napis/340

Tiburcio, C. M. F., Quines, L. A., & Guhao Jr, E. S. (2012). The meaning of project-based learning among B’Laan high school students: A phenomenological study. Education, 11. Retrieved from https://d1wqtxts1xzle7.cloudfront.net/69469123/618-libre.pdf

Usman, Y. D., & Madudili, C. G. (2019). Evaluation of the effect of learning environment on students' academic performance in Nigeria. Online Submission. Retrieved from https://files.eric.ed.gov/fulltext/ED602386.pdf

Walberg, H. J. (1981). Educational productivity: Theory, evidence, and prospects. Australian Journal of Education, 26(2), 115-122.

Warmer, N. (2018). The Role of Metacognitive Awareness and Metacognitive Ability as Predictors of Academic Success in University Students (Doctoral dissertation). Retrieved from https://digital.library.adelaide.edu.au/dspace/handle/2440/129362

Wheeler, L. B., Maeng, J. L., & Whitworth, B. A. (2017). Characterizing teaching assistants’ knowledge and beliefs following professional development activities within an inquiry-based general chemistry context. Journal of Chemical Education, 94(1), 19-28. Retrieved from https://pubs.acs.org/doi/abs/10.1021/acs.jchemed.6b00373

Wiono, W., Meriza, N., & Agnesa, T. (2021). An analysis of the relationship between students’ metacognitive awareness and students’ cognitive learning outcomes in pre-service teachers. In ICOPE 2020: Proceedings of the 2nd International Conference on Progressive Education, ICOPE 2020, Universitas Lampung, Bandar Lampung, Indonesia. Retrieved from https://eudl.eu/pdf/10.4108/eai.16-10-2020.2305244

Yamane, T. (1967). Statistics, an introductory analysis, 2nd ed., New York: Harper and Row.

Yildirim, M. C. (2014). Developing a scale for constructivist learning environment management skills. Eurasian Journal of Educational Research, 54, 1-18. Retrieved from https://files.eric.ed.gov/fulltext/EJ1057216.pdf




DOI: http://dx.doi.org/10.46827/ejes.v11i7.5424

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 Jean M. Del Valle, Eugenio S. Guhao Jr.

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).