CONSTRUCTIVIST LEARNING ENVIRONMENT MANAGEMENT, METACOGNITIVE AWARENESS AND EPISTEMOLOGICAL BELIEFS: A STRUCTURAL EQUATION MODEL ON ACADEMIC SUCCESS OF STUDENTS IN PUBLIC SENIOR HIGH SCHOOLS
DOI:
https://doi.org/10.46827/ejes.v11i7.5424Keywords:
educational management, student academic success, constructivist learning environment management, metacognitive awareness, epistemological beliefs, PhilippinesAbstract
The purpose of the study was to establish a causal model of academic success for students influenced by constructivist learning environment management, metacognitive awareness, and epistemological beliefs. The research design used in the study was descriptive-causal design through Structural Equation Modeling. Four hundred (400) public school teachers in Region XI, Philippines, were randomly selected as respondents of the study. The data collected were analyzed using mean, product-moment correlation and structural equation modeling. This study is also aligned with the United Nations SDG #4, entitled Ensuring Inclusive and Equitable Quality Education and Promote Lifelong Learning Opportunities for All (United Nations, 2024). Findings revealed that the variable, constructivist learning environment management, had a very high mean level, while metacognitive awareness, epistemological beliefs, and academic success exhibited only high mean levels. Furthermore, there were significant relationships between each exogenous variable and endogenous variable, namely: constructivist learning environment management and academic success of students; metacognitive awareness and academic success of students; and epistemological beliefs and academic success of students. Findings further showed that among the three generated structural models, Model 3 was the best-fit model. After structural modification, Model 3 revealed that Constructivist Learning Environment Management (CLEM) was described by the remaining two indicators: communication and interaction (ci) and relation establishment (re), while Metacognitive Awareness (MCA) was measured by its remaining two indicators, namely: conditional knowledge (ck) and procedural knowledge (pk). Moreover, epistemological beliefs (EB) are determined by two remaining indicators: source (sou) and speed/stability (ss). Finally, the endogenous variable, Academic Success of Students (ASS), was defined by three indicators: internal motivation confidence (imc), socialization (soc), and personal adjustment (pa). The findings of the research study can help the Department of Education develop a more comprehensive intervention program to boost the chances of academic success of students.
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