LITERATURE MATRIX/

QUALITATIVE SYNTHESIS
Specific Questions/ Authors/ Title/ Theories Methodology Findings Extracted Statements/Items Recommendation/ References
Year/Publisher Journal Gap
Variables
1.What is the profile of
respondents:
1.1 Gender
1.2 Years of
experience
1.3 Educational
attainment
1.4 Assigned
grade level
1.5 Seminars/
workshops/
trainings
attended
related to meta-
cognition
2. What are the Julia A. Turner Self-study of Metacognitive A. Supporting or augmenting
strategies of primary teaching practice : processing predicts students’ opinion to develop the
teachers in CCES that California meta cognitive extremely powerful capacity to think and
enhance the meta- State strategies that learning (Wang, process information.
cognition of pupils? University, enhance student Haertel, & B. Giving the students the
Monterey Bay learning Walberg, 1990, as cited freedom to speak what they
in Veenman, 2006). think or “Thinking A loud”
Pages 8-9 Students need to know C. Allowing students to make a
(2009) the word plan of they think and assess
metacognition, their own learning.
its meaning, its D.
strategies, and its
significance to their
learning (Martinez,
2006).
One strategy, for
example, that augments
students’ capacities for
thinking and
processing information,
Martinez (2006) calls
the think aloud. Simply
stated, the teacher
models thinking about
text. The teacher
demonstrates her
thinking by speaking
aloud and
inditing her thoughts
about the text while
reading it aloud.
Teacher asks questions,
notes diction, relates
similar experiences. In
short, what the teacher
thinks, the teacher
speaks -- so
the students can learn
to think aloud. The
think aloud causes
student to engage in
self-
stimulated mental
processing, to
recognize one’s own
ability to make sense of
text, to ask
questions about text, to
give voice to one’s
thoughts (Martinez,
2006). He further
asserts that
the processes of
thinking aloud assist
students to internalize
purposeful reflection.
Another metacognitive
process allows students
to plan and self-
monitor their own
learning. Inventorying
what one does not
know about a topic as
well as what one
knows
motivates students to
plan and regulate how
to acquire the missing
information. When
solely
others plan and
monitor students’
learning, the students’
becoming self-directed
learners
diminishes greatly and
stifles their abilities to
be successful in the
twenty-first century
(Blakey & Spence,
1990).
A third metacognitive
strategy requires the
students to maintain a
writing journal, in
which they respond to
prompts that validate
the students’
perspectives, and they
learn that
what they have to say
counts (Smith, Rook,
& Smith, 2007). In
their study, they also
found
that metacognitive
prompts, along with
cognitive and affective
responses, assisted
ethnically
diverse students as well
as students at-risk.
Debriefing one’s
learning also promotes
metacognition (Blakey
& Spence, 1990).
Participating in lesson
closure activities
causes the students to
self-evaluate their
degree of
learning, speak their
successes, reflect on
how they learned what
they learned, which
strategies worked for
them or did not.
Debriefing becomes a
vital part of the
students’
metacognition.
According to these
studies, students who
consistently practice
these and other
metacognitive
strategies will develop
skills far beyond the
classroom and that will
bode well
for them for life. Their
academic success will
change and their
attitudes for learning
 will
change.
3. To what extent that Julia A. Turner Self-study of Researchers laud the
the meta-cognition teaching practice : criticality of
skills is integrated in California meta cognitive metacognition and its
the learning process? State strategies that benefits to students’
University, enhance student learning.
Monterey Bay learning In this review of the
literature, first, I will
Pages 6 present a theoretical
(2009) framework of thinking
domains: cognitive,
metacognitive, and
affective. Next, a
discussion of the
vitality of
metacognition in
relation to student
learning will ensue.
However, not all
educators agree
with the necessity of
metacognition to
benefit student
learning. Thirdly, I will
show that
metacognition causes
students to create
meaning for
themselves;
metacognition
exemplifies
elements of
constructivist learning,
which evolved as an
alternative to
behaviorist learning
theory of the 1980s
(Bogohossian, 2006),
which remains
prevalent today.
Fourthly, I will
introduce four
metacognitive
strategies. Finally, I
will conclude
understanding what the

research evinces about

metacognition, but
with the challenge of
seeing how my
 transforming
my instructional
practices into a
metacognitive
framework may affect
my students’ academic
achievement and their
attitudes of learning.
4. Is there a significant
RELATIONSHIP
BETWEEN THE
strategies of primary
teachers that enhance
meta-cognition skills of
pupils and the profile
variables?

5. Is there a significant
relationship between
the extent of
integrating strategies
that develop meta-
cognition skills and the
profile variables?

6. Is there a significant
difference on the
perception of teachers
on integrating meta-
cognition strategies
when grouped
according to selected
profile variables?
6. What are strategies 1. Lorico DS. Lapita Quantitative: Hence, this strategy is considered a Here, we present an online strategy
and assessments Jr, AN EFFECTIVE Among the main Descriptive statistics 3.1. Development of the teaching approach manageable and effective alternative that facilitated the transition from
utilized to achieve 2. Cristina E. BLENDED ONLINE
learning using frequency, in online classroom instruction in that can be adapted to full online traditional face-to-face learning to full
learning outcomes? Tiangco theories, the percentage, and instruction to other undergraduate online instruction. This is a five-
TEACHING AND chemistry
3. Divine Angel G. cognitivism and means, were Chemistry lecture courses. Overall, the component blended learning strategy
Sumalinog LEARNING constructivism calculated from the findings and insights in this study will referred to as Discover, Learn,
3.1.1. Educational theory
4. Noel S. Sabarillo, STRATEGY approach are responses to 5-point add valuable resources for further Practice, Collaborate and Assess
5. Joey Mark Diaz DURING THE deemed to Likert scale questions. Several factors were considered in designing the hybrid instruction in the post-COVID- (DLPCA). In DLPCA, the asynchronous
COVID-19
apply best in appropriate teaching approach for Analytical 19 time in higher education. part of the teaching was achieved
Education for the online Qualitative: chemistry and Physical chemistry. One is by through broadcast of pre-recorded
PANDEMIC
Chemical Engineers classroom For the open-ended evaluating the proper pedagogical model to use. lecture videos on YouTube to allow
Volume 35, April setting. questions, we then Among the main learning theories, the cognitivism students to study and progress with
2021, pages 116- performed a text and constructivism approach are deemed to apply learning at their own pace
131 mining and word best in the online classroom setting. The concept of
cloud analysis using R cognitivism focuses on the stimulation of the
Date Published: software using a student’s learning strategies (Acevedo et al., 2020).
January 30, 2021 package It describes the idea that students process the
called tm (Feinerer information that they receive and reorganizes them
RRS and Hornik,
to gain and store new knowledge. This is promoted
Review of Related 2019; Feinerer et al.,
through practical discussions and problem solving.
Studies 2008). This comes
On the other hand, constructivism focuses on the
with an available
idea that students acquire new information by
tutorial published by
building on their previous knowledge and
the Statistical Tool for
experience through a series of various activities and
High-throughput Data
Analysis website
assessments (Ripoll et al., 2021). In DLPCA
(STHDA, 2020). This strategy, new information is given in a module-
package allowed us to based approach wherein the concepts are linked and
determine the most built from previous modules. The discussions do
frequently used not only revolve around the technical topic at hand,
keywords in the 3 but also on practical applications or real-world
open-ended questions problems. Assessments are given to challenge their
in the survey. understanding and problem-solving skills. These
strategies are believed to be enough to provide
learnings to students as these methods also address
the conception of learning most applicable to this
situation. Negovan et al. (2015) found that students,
whether in a face-to-face or distant learning setting,
highly regard learning as understanding, which
incorporates increasing one’s knowledge,
memorizing, and applying what was learned. The
proposed DLPCA strategy combines these theories
and concepts with the goal of maximum learning
for the students through its course content, delivery
and assessments.

3.2.2. Asynchronous teaching and learning

The use of educational videos has shown positive
impact to teaching and learning of chemistry even
before the full transition to online lectures (Smith,
2014; Christensson and Jesper, 2014). All
 Analytical Chemistry and Physical Chemistry
lecture videos are available to students at any time
throughout the semester, and they can fully grasp
the knowledge by simply watching it at their most
convenient time and they can repeat it whenever
some concepts were not understood. Thus, lecture
videos offer flexibility and convenience on the part
of the students and promote active learning by
allowing them to replay parts or the whole video
and increasing accessibility to students (Newton et
al., 2014).

Bloom’s RRL When designing a learning experience, course or How does alignment promote student
Aligning outcomes, Aligning Taxonomy on Review of Related program, it is important that there is a good fit between learning?
assessment, and outcomes, Cognitive Literature the learning outcomes, assessments, and teaching and 1. Fosters deep learning, in contrast
instruction - assessment, Learning learning activities; in other words, that the three to the surface learning that can occur
Assessment - and instruction components are aligned (Biggs & Tang, 2011; Maki, if students pay sole attention to (and
Research guides at - Assessment - 2010). This helps ensure teaching and learning activities learn) what they think they’ll be
Camosun College enable students to develop the knowledge and skills in assessed on (Biggs 2003)
Library the learning outcomes and prepare for formal
(libguides.com) assessments. In turn, assessments that align with the 2. Helps to ensure balance in terms
outcomes and planned learning activities help teachers of assessment of learning outcomes
and students determine whether, and to what extent, (reduces gaps and over-assessment)
URL: https:// the outcomes have been achieved. As teachers know, 3. Promotes opportunities for self-
camosun.libguides.co
m/AFL students tend to focus on what they think will be assessment and feedback (on both
assessed. If assessment mirrors the learning outcomes teaching and learning)
and the teaching and learning activities, students will
achieve the learning outcomes, as teachers and learners 4. Helps ensure teaching and
Last Updated: Jan
will be focused on the same goal (Biggs, 2003). learning goals and assessment
18, 2022 4:16 PM
practices are clear to students,
helping them know what to focus on
as well as how to demonstrate their
learning