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Social Interaction and Ability Grouping: Their Effects on Students’ Metacognitive Experiences in Stoichiometric Problem Solving
Authors: FITZGERALD L. FABELICO
Number of views: 475
This study investigates the effects of
social interaction and ability grouping on students’
metacognitive experiences in stoichiometric problem
solving. The social and educational dimensions of
social interactions are particularly investigated in this
paper. The educational dimension of social interaction
includes ability grouping while the social dimension
comprises metacognitive functions and transactive
structures. Metacognitive functions include the
generation of New Idea and the Assessments of strategy,
results, and understanding. Transactive structures
involve self-disclosure, feedback request, and other
monitoring responses. Students’ metacognitive
experiences include feelings of liking, difficulty,
confidence, satisfaction, and estimates of time, effort,
and solution correctness. This descriptive study
employed both the quantitative and qualitative methods.
The results showed that students’ metacognitive
functions and transactive structures vary across ability
groups. Moreover, metacognitive functions and
transactive structures showed a weak degree of
association with ability grouping. Students’
metacognitive experiences like feelings of liking,
difficulty, confidence, satisfaction, and estimates of
time, effort, and solution correctness vary across ability
groups. Although metacognitive functions and
transactive structures affect quantitatively students’
metacognitive experiences in solving stoichiometry
problems, the effect does not vary across ability groups.
However, it is important to note that other monitoring
transactive structure influences students’ feeling of
difficulty and estimate of effort in solving chemistry
tasks across ability groups.