Integration of Indigenous Knowledge and Peer Relationship as Predicators of Metacognitive Science Learning among Junior High School Students

AUTHOR(S)

MELODY M. CLERIGO ROGAR R. GARCIA, EdD

ABSTRACT

—— Metacognitive science learning remains weak. This study examined metacognitive science learning through the integration of indigenous knowledge and peer relationship as predictors. Through predictive research design, the study surveyed 236 respondents selected via universal sampling. The data were analyzed using multiple linear regression. Results showed that metacognitive science learning is very strongly (81.7%) predicted by indigenous knowledge integration and peer relationship, supporting Sociocultural Theory. School leaders may adopt sociocultural practices to enhance metacognitive science learning. Future research may examine additional variables, use qualitative approaches, and factor-analytic validation to explain remaining variance in metacognitive science learning. Keywords: Integration of indigenous knowledge, peer relationship, predictors of metacognitive science learning, junior high school students