Personal, Cognitive and Metacognitive Factors of Preservice Teachers’ Performance in the College-Based Leaving Examination: Mathematical Models
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ID: 65689
2019
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.
| Reference Key |
derilo2019personalinternational
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| Authors | Derilo, Reymund C.; |
| Journal | international journal of social sciences & educational studies |
| Year | 2019 |
| DOI | DOI not found |
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