Parental Involvement and Classroom Climate as Predictors of Metacognitive Skills in English Subjects among Junior High School Students

Abstract

This study aimed to investigate whether parental involvement and classroom climate significantly predict metacognitive skills among junior high school students in public secondary institutions in Davao City, Philippines. Employing a descriptive-correlational research design, standardized questionnaires were administered through face-to-face surveys to 200 junior high school students The mean, standard deviation (SD), Pearson product-moment correlation, as well as simple and multiple linear regression analyses were utilized for data analysis. The findings revealed that the extent of parental involvement, classroom climate, and metacognitive skills were described as extensive. Correlation analysis indicated significant relationships between parental involvement, classroom climate, and metacognitive skills. Furthermore, parental involvement and classroom climate significantly influenced the metacognitive skills of junior high school students. It is recommended that educators and policymakers prioritize initiatives to enhance parental involvement and foster positive classroom climates. Additionally, interventions aimed at improving metacognitive skills may be integrated into educational programs.