Metacognitive Skills and Scientific Literacy Level Among STEM Students

Metacognition to students is recognizing their ability to understand, plan, create, and evaluate their learning strategies. This study aimed to delve into the level of metacognitive skills and scientific literacy level among STEM students. Additionally, it investigated the significant relationship between these metacognitive skills and their scientific literacy level in terms of nominal, functional, conceptual/procedural and multidimensional. It also identified which independent variables singly or in combination influence the scientific literacy level. The study utilized correlational and causal designs to determine the association of the variables. A total of 178 samples from the three (3) large schools in the districts were selected as respondents through stratified sampling. There were two instruments used in the study, an adapted and a researcher made, both validated by the in-house experts of Southern de Oro Philippines College. The researcher treated the data through descriptive statistics such as Mean and Standard Deviation (SD), then, inferential statistics like Pearson Product Moment Correlation Coefficient and Multiple Linear Regression. Results showed that students are highly aware of their planning skills. There is a disparity in the scientific literacy level of students. Most of them are only at a functional level. Among the metacognitive skills, mental scripting showed a strong relationship to scientific literacy. However, there is no predictor among these variables. Hence, in this study metacognitive skills do not influence much with their ability to understand and apply scientific concepts and principles. It is recommended that teachers need to help students organize their scientific thinking for guidance and feedback.