STRATEGIES FOR DEVELOPING CREATIVITY, CRITICAL, COMMUNICATION AND COLLABORATION: A COMPARATIVE TEACHING USING EXPLICIT AND METACOGNITIVE STRATEGIES

Dinalyn Vocal, Norlyn L. Borong

Abstract


The aim of this study was to identify the ability of students to use explicit and metacognitive strategies. A descriptive analysis was utilized on the instruments namely letter writing, comic strip and dramatization. Results showed that the ability of students using the explicit strategy of acquired ability in critical thinking and communication was Fairly Good (FG), and Good (G) acquired ability in creativity and collaboration. In the metacognitive strategy, the ability of students in critical thinking, creative thinking and communication skills was Fairly Good (FG), and Good (G) acquired collaborative ability. There was no significant difference between explicit and metacognitive strategies in developing the ability of students in Grades 6 to 4 C’s. The researcher suggested that there will be another study similar to this in which many students will participate.

 

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Keywords


explicit, metacognitive, 4C’s, creative thinking, critical thinking

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References


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DOI: http://dx.doi.org/10.46827/ejsss.v7i4.1260

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