Author: Reymund C. Derilo1
1Nueva Vizcaya State University-Bambang Campus, College of Teacher Education, Nueva Vizcaya, Philippines
Abstract: This study examined some personal, cognitive and metacognitive factors that could predict the performance of the preservice teachers in the leaving examination, an institutionalized mock board examination given before their practice teaching deployment. Quantitative research designs were employed. Repeated-Measures ANOVA and Stepwise Multiple Linear Regression were used in the analysis. The study involved 100 preservice teachers who took the examination in the second semester of the academic year 2017-2018. They were asked to accomplish the Grit Scale, Approaches and Study Skills Inventory for Students (ASSIST), Academic Motivation Scale (AMS-College Version), and Learning Strategies Questionnaire (LSQ). The study revealed that grit, resource management learning strategy, and course influence (parents) were significant predictors of the preservice teachers’ performance in the general education leaving examination. On the other hand, the combination of metacognitive learning, resource management strategy, grit, and cognitive learning strategies significantly predicted the preservice teachers’ performance in professional education leaving examination.
Keywords: Academic Drive, Cognitive Strategies, Grit, Teacher Education, Learning Strategies, Learning Approaches, Metacognitive Strategies, Preservice Education
Arthur, N. & McMahon, M. (2005). Multicultural career counselling: Theoretical applications of the systems theory framework. Career Development Quarterly, 53(13), 208-223. https://doi.org/10.1002/j.2161-0045.2005.tb00991.x
Benware, C., & Deci, E. L. (1984). Quality of learning with an active versus passive motivational set. American Educational Research Journal, 21,755–765. https://doi.org/10.3102/00028312021004755
Bereiter, C., & Scardamalia, M. (1987). The psychology of written composition. Hillsdale, NJ: L. Erlbaum. https://doi.org/10.4324/9780203812310
Cadoy, E. (2001). Low performing students’ metacognition and interaction in cooperative learning units of work in secondary mathematics. (Unpublished master’s thesis). Saint Mary’s University.
Camahalan, F. (2006). Effects of self-regulated learning on mathematics achievement of Selected Southeast Asian children. Journal of Instructional Psychology, 33(3), 194-205.
Ceril, P. (2010). Metacognitive patterns and elements in physics problem solving among students of different classifications. (Unpublished master’s thesis). Saint Mary’s University, Bayombong, Nueva Vizcaya, Phils.
Cohen, L., Manion, L. & Marrison, K. (2007). Research methods in education. Milton Park: Routledge. https://doi.org/10.4324/9780203720967
Deci, E. L. (1972). Intrinsic motivation, extrinsic reinforcement, and inequity. Journal of Personality and Social Psychology, 22, 113-120. http://dx.doi.org/10.1037/h0032355
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum. doi: 10.2307/2070638
Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087-1101. http://dx.doi.org/10.1037/0022-35184.108.40.2067
Duckworth, A. L., Quinn, P. D., & Seligman, M. E. (2009). Positive predictors of teacher effectiveness. The Journal of Positive Psychology, 4(6), 540-547. http://dx.doi.org/10.1080/17439760903157232
Duckworth, A., & Quinn, P. D. (2009). Development and Validation of the Short Grit Scale (Grit-S). Journal of Personality Assessment, 91(2), 166-174. https://doi.org/10.1080/00223890802634290
Entwistle, N., & Ramsden, P. (2015). Understanding student learning (Routledge Revivals). Routledge. https://doi.org/10.4324/9781315718637
Entwistle, N., & Peterson, E. (2004). Conceptions of learning and knowledge in higher education: Relationships with study behavior and influences of learning environments. International Journal of Education Research, 41, 407-428. DOI: 10.1016/j.ijer.2005.08.009
Entwistle, N., McCune, V., & Tait, H. (2006). Approaches to study skills inventory for students (ASSIST). USA: Napier University.
Ferrer, R. Buted, D. & Ferrer, M. (2015). Performance of BSEd science graduates in licensure examination for teachers: Basis for a regression model. Asia Pacific Journal of Multidisciplinary Research, 3(5).
Goh, C. (2008). Metacognitive instruction for second language listening development: Theory, practice and research implications. RELC Journal, 39(2), 188-213. http://dx.doi.org/10.1177/0033688208092184
Gottfried, A. E. (1990). Academic intrinsic motivation in young elementary school children. Journal of Educational Psychology, 82, 525–538. doi:10.1037/0022-06220.127.116.115
Grant, A.M. (2008). Does intrinsic motivation fuel the prosocial fire? Motivational synergy inpredicting persistence, performance, and productivity. Journal of Applied Psychology, 93 (1), 48-58
Gurat, M., & Medula, C. (2016). Metacognitive strategy knowledge use through mathematical problem solving amongst pre-service teachers. American Journal of Educational Research, 4(2), 170-189. doi:10.12691/education-4-2-5
Hislop-Esterhuizen, N. (2006). Some factors that influence the career choice of first-year student teachers. (Enkele faktore wat die beroepskeuse van eerstejaaronderwysstudente bei’nvloed.) (Master’s Thesis). Pretoria: University of Pretoria.
Kanfer, R., Chen, G., & Pritchard, R. D. (2008). The three C’s of work motivation: Content, context, and change. In Work motivation: Past, present, and future (pp. 1–16). Routledge.
Koludrović & Ercegovac (2015). Academic motivation in the context of self-determination theory in initial teacher education. Croatian Journal of Education, 17(1), 25-36. doi: 10.15516/cje.v17i0.1488
Marton, F., Hounsell, D., & Entwistle, N. J. (1997). The experience of learning: Implications for teaching and studying in higher education. Edinburgh, UK: Scottish Academic Press.
Montague, M., Enders, C., & Dietz, S. (2011). Effects of cognitive strategy instruction on math problem solving of middle school students with learning disabilities. Learning Disability Quarterly, 34, 262-272.
Nelson, S. (2016). Grit, student engagement, and academic performance at a historically black community. Walden Dissertations and Doctoral Studies.
Palincsar, A.S. & Brown, A.L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1(2), 117-175. doi: 10.1207/s1532690xci0102_1
Pascua, J., & Navalta, J. (2011). Determinants of L.E.T. Performance of the Teacher Education Graduates in a State University. JPAIR Multidisciplinary Journal, 6.
Patall, E. A., Cooper, H., & Robinson, J. C. (2008). The effects of choice on intrinsic motivation and related outcomes: a meta-analysis of research findings. Psychological Bulletin, 134, 270–300
PRC (2018). Licensure examination for teachers: September 2017. Retrieved from https://www.prcboard.com/2018/05/LET-Result-September-2018.html
Quiambao, D.T., Baking, E.G., Buenviaje, L.B., Nuqui, A.V., & Cruz, R.C. (2015). Predictors of board exam performance of the DHVTSU College of Education Graduates. Journal of Business & Management Studies, 1(1). 1-4.
Ringle, C. M., Wende, S., & Becker, J. (2015). SmartPLS 3. Bönningstedt: SmartPLS. Retrieved from http://www.smartpls.com
Rosenshine, B. (1997). The case for explicit, teacher-led, cognitive strategy instruction. Paper presented at the annual meeting of the American Educational Research Association, Chicago.
Ryan RM, Deci EL. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. Am. Psychol. 55(1), 68–78.
Simons J., Dewitte S., Lens W. (2000). Wanting to have vs. wanting to be: The effect of perceived instrumentality on goal orientation. British Journal of Psychology, 91, 335–351. doi: 10.1348/00071260016180618.104.22.168.
Swanson, H. L. (1990). Influence of metacognitive knowledge and aptitude on problem solving. Journal of Educational Psychology, 82(2), 306-314. doi:10.1037/0022-0622.214.171.1246
Vallerand, R. J., Blais, M. R., Brière, N. M., & Pelletier, L. G. (1989). Constructionet validation de l’échelle de motivation en éducation (EME). Canadian Journal of Behavioural Science, 21(3), 323–349. http://dx.doi.org/10.1037/h0079855
Vansteenkiste, M., Lens, W., & Deci, E. L. (2006). Intrinsic versus extrinsic goal contents in self-determination theory: Another look at the quality of academic motivation. Educational Psychologist, 41(1), 19-31. http://dx.doi.org/10.1207/s15326985ep4101_4
Zhang, D., & Goh, C. (2006). Strategy knowledge and perceived strategy use: Singaporean student’ awareness of listening and speaking. Language Awareness, 15, 199–219
International Journal of Social Sciences & Educational Studies
ISSN 2520-0968 (Online), ISSN 2409-1294 (Print), June 2019, Vol.5, No.4