Highs and lows of Filipino learners' Metacognitive Physics Knowledge: Implications on youth work readiness

Abstract

High school physics may seem far removed from workforce development. Assessing student learning outcomes in physics and analyzing corresponding work skills can provide evidence on the education-employability alignment.  This study investigates the highs and lows in the assessed Metacognitive Physics Knowledge of 718 high school students. Results reveal that high mean ratings are observed for knowledge of planning, sensemaking strategies, and knowledge of oneself, which are related to work skills such as digital and information literacy and social or regulatory skills. In contrast, low mean ratings are evident for knowledge of problem solving strategies and knowledge of communicating ideas, which are higher-order core work skills. Implications of the current results on the physics curriculum, assessments, learning resources, and teacher professional development are discussed.