Impact of Task Motivation and Learning Strategies on Metacognitive Skills among Teacher Education

The purpose of this study was to determine the impact of task motivation and learning strategies on metacognitive skills among teacher-education students. Additionally, it aimed to assess the relationship between task motivation, learning strategies, and metacognitive skills. This research employed a quantitative approach utilizing a descriptive correlational design and regression analysis. The data were collected from teacher education students at Kapalong College of Agriculture, Sciences, and Technology (KCAST) through stratified random sampling. Survey questionnaires were used for data collection. Findings revealed that the levels of task motivation, learning strategies, and metacognitive skills were all descriptively high. Furthermore, results indicated a significant relationship between task motivation and metacognitive skills, as well as between learning strategies and metacognitive skills. In addition, particular aspects of task motivation and learning strategies were shown to have a meaningful impact on students' metacognitive abilities. The results indicate that teacher-education students who are highly motivated and use thoughtful learning techniques are more inclined to develop critical thinking and self-regulation. When educators cultivate a classroom atmosphere that encourages motivation, goal-directed learning, and strategic approaches, students become more capable of managing, assessing, and improving their learning habits. Building these competencies is crucial in shaping future educators into reflective and self-reliant individuals.