The effects of reflective learning to students' engagement and academic performance in Filipino

Abstract

This quasi-experimental study aimed to investigate the effects of reflective learning to students’ engagement and academic performance in teaching a Filipino course in a private university in Iloilo City. It utilized two intact sections of third year college students taking up Filipino 12 (Sayko-sosyolinggiwstik na Pag-aaral ng Wikang Filipino) during the First Semester of AY 2023-2024. Instruments included a researcher-prepared engagement observation checklist, and a 45-item multiple choice with a 10-point essay test duly validated by experts and reliability tested before the test administration. Frequency distributions, mean, standard deviation, and t-test for independent and paired samples were the statistical tools used. All tests were based on .05 level of significance. Textual interpretation was used in reporting the supporting qualitative data. Findings revealed that the learning engagement and academic performance of students in Filipino 12 who were exposed to the reflective learning method were better than those exposed to the lecture discussion method. It was also found that reflective learning method is an effective tool for enhancing metacognition of students in either the affective or cognitive dimensions which significantly improved their academic performance. Moreover, the study also found that reflective learning method has high potential in improving the quality of instruction in a Filipino course through students’ improved learning engagement and academic performance.