Abstract:
The Programme for International Student Assessment (PISA) evaluates the abilities of 15-year-old students in mathematics, reading, and science to assess their knowledge and skills. The assessments measure students’ proficiency in solving intricate problems, critical thinking, and effective communication. These evaluations provide valuable insights into the effectiveness of education systems in preparing students for real-world challenges and future success. The PISA 2022 test scores indicated that students in the Philippines continue to rank poorly in math, reading, and science compared to their global peers. The Philippines’ average score in science decreased by one point, dropping from 356 to 355. One of the problems cited is the need for students to receive physics instructional material. Hence, a workbook for problem-solving anchored on the metacognition theory was developed to address this pressing need. Metacognition is “an awareness of what skills, strategies, and resources are needed to perform a task effectively; and the ability to use self-regulatory mechanisms to ensure successful completion of a task” (Baker & Brown, 1984, p. 345). A mixed method following the input-process-output paradigm was utilized. Focus group discussions among students and teachers were conducted to determine their challenges in Mechanics problem-solving. Results revealed that the student and teacher participants’ challenges include lack of instructional materials, limited formative assessments, problem-solving process issues like weak conceptual understanding, difficulty answering complex problems, difficulty manipulating algebraic equations, and weak metacognitive Skills. The participants suggested some strategies to improve students' problem-solving skills. It was corroborated by an item analysis of the summative test scores of students to determine their least-learned problem-solving competencies in Mechanics. It was found that two problem-solving competencies about uncertainty in measurements were least learned by the students (MPS < 3 4 percent). Based on these inputs, a workbook was developed that incorporated five (5) metacognitive activities: graphical representation, hypothesis making, process monitoring, error analysis, and evaluation. The study recommends that future researchers implement and evaluate the workbook to ascertain its effectiveness in improving the performance and attitude of students toward Physics problem-solving. It could be done by completing the ADDIE (Assess, Design, Develop, Implement, and Evaluate) model. The present investigation ended its inquiry into developing a workbook that contained five (5) metacognitive activities