Metacognitive Perception and Learning Motivation as Predictors of 21st Century Skills in Science Among Junior High School Students

AUTHOR(S)

MA. CRISTINA T. FERNANDEZ

ABSTRACT

—— Low 21st-century skills is a growing concern in Science Education. The study determined the significance of forecasting 21st century skills in science using metacognitive perception and learning motivation as predictors. Using predictive design, simple random sampling, survey technique and multiple linear regression analysis were applied, with 230 total samples revealed that the predictors are significant in predicting the criterion variable, partly and partially affirms the theory of Self-regulated learning. Future research may explore other variables to account for the 26% variance in enhancing 21st century skills. Qualitative studies will be employed while school leaders may develop practices and strategies to strengthen 21st century skill in science education. Keywords: Metacognitive perception, learning motivation, predictors of 21st century skills in science, junior high school students