Metacognitive Writing Strategies and Writing Apprehension as Predictors of Task-based Learning of Grade 12 Senior High School Students
Femie C. Goles *
Graduate School, Holy Cross of Davao College, Sta. Ana Ave., Davao City, Philippines.
Ariel E. San Jose
Southern Philippines Agribusiness and Marine and Aquatic School of Technology, Malita, Davao Occidental, Philippines.
*Author to whom correspondence should be addressed.
Abstract
Learners often struggle with task-based learning due to unclear tasks and misalignment with their cognitive abilities. This study examines the significance of metacognitive writing strategies and writing apprehension as predictors of task-based learning. Utilizing a descriptive-correlational design, the researcher gathered data from 115 respondents, who were selected through quota sampling. Results from the multiple linear regression analysis revealed that both variables were significant predictors of task-based learning, collectively accounting for 31.20% of the variance. These findings provided empirical support for the Information Processing Theory. The remaining 68.80% of unexplained variance suggests the potential influence of other factors not included in the study. Future research may consider qualitative approaches to explore emerging themes and sub-themes. Additionally, educational institutions are encouraged to develop and implement task-based learning programs that align with the goals of Sustainable Development Goal (SDG) 4.
Aims: This study determined the significance of metacognitive writing strategies and writing apprehension as predictors of task-based learning. Guided by Information Processing Theory, the research sought to determine the levels of metacognitive writing strategies, writing apprehension, and task-based learning, determine the significance of the correlation between metacognitive writing strategies and writing apprehension, and task-based learning, and determine the significance of the degree of influence of metacognitive writing strategies and writing apprehension on task-based learning.
Study Design: A quantitative descriptive-correlational design was employed.
Place and Duration of Study: The study was conducted in the municipality of Lupon, province of Davao Oriental, specifically in a private Diocesan Catholic school, from March to April of School Year 2024 – 2025.
Methodology: Included in the study were 115 respondents selected through quota sampling. A survey questionnaire, adapted and modified, validated by language experts, was utilized to gather quantitative data. Overall, the questionnaire contained 45 survey items, in which each variable, namely, metacognitive writing strategies, writing apprehension, and task-based learning, contains 15 items. The resulting Cronbach’s Alpha coefficient of 0.931 indicated excellent reliability. The magnitude of the correlation between metacognitive writing strategies and task-based learning and writing apprehension and task-based learning will be given further emphasis with the utilization of Pearson Product Moment Correlation Coefficient. Further, it was made possible to identify which among the indicators of the independent variables (metacognitive writing strategies and writing apprehension) significantly predict task-based learning by means of Multiple Linear Regression.
Results: Descriptive analysis results show that the variable metacognitive writing strategies obtained an overall mean of 4.25, described as very high, which indicated that the respondents demonstrated excellent use of metacognitive writing strategies The variable, writing apprehension obtained an overall mean of 4.11, described as high. This suggested that the respondents experienced a significant level of writing apprehension. The final variable, task-based learning yielded an overall mean of 4.29, described as very high. This denoted that the respondents exhibited excellent engagement in task-based learning activities. The correlation analysis results illustrated the relationship between metacognitive writing strategies and task-based learning. The obtained p-value of .000 was less than the 0.05 level of significance; therefore, the null hypothesis was rejected. This indicated that the correlation between the two variables was statistically significant. Furthermore, the r-value of .546 revealed a moderately high strength of correlation. The variable metacognitive writing strategies obtained an unstandardized beta coefficient of .316, indicating that it had a 31.6% degree of influence on task-based learning. With a p-value of .000, which was less than the 0.05 level of significance, the null hypothesis was rejected. This confirmed that a significant relationship existed between metacognitive writing strategies and task-based learning.
Conclusion: Metacognitive writing strategies and writing apprehension are significant predictors of task-based learning among Grade 12 Senior High School students, with a 31.20% combined degree of influence of the predictors on the criterion variable. This conclusion affirms the Information Processing Theory.
Keywords: Metacognitive writing strategies, writing apprehension, predictors of task-based learning, grade 12 senior high school students