Metacognitive strategies inventory and student based factors: baseline for an instructional intervention a metacognitive approach

The study was pursued to comeup with inventory metacognitive strategies of the First Year College of Education students at Eastern Samar State University Salcedo Campus. The study was conducted during the second semester school year 2013-2014 to 147 students. The descriptive-correlation survey method was utilized in the study using questionnaires to determine the student based profiles and the metacognitive strategies of the first year teacher education student of Eastern Samar State University Salcedo Campus school year 2013-2014. The data collected were summarized, tabulated, categorized and analysed using frequency counts, percentage and mean. The Cramer’s V was computed to test the null hypotheses. The level of significance was set at 0.05 for rejecting and accepting the hypotheses. Based on findings of the study, first year teacher education students at ESSU Salcedo campus are generally females, within the appropriate age for first year and are mostly average learners. A greater percentage are fairly motivated and fairly engaged on their academic task. These students are generally practicing metacognitve strategies in all their academic undertakings although some of them still need to acquire their metacognitive skills for effective cognitive processing and successful learning.The metacognitive strategies indicate that students are capable of explicitly thinking about their ideas or conceptions held. There are metacognitive strategies that posted positive relationship to student based factors however there are specific student based factors that are not associated.