Relationship between Pedagogical Approaches Applied in the Classroom and the Development of Metacognitive Skills in Second-Year High School Students
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Abstract
The study examines the relationship between pedagogical approaches applied in the classroom and the development of metacognitive skills in second-year high school students, aiming to strengthen autonomy, critical thinking, and self-regulated learning. A mixed-methods approach was used, combining qualitative and quantitative techniques under an action research and multiple case study design conducted in public schools in Guayaquil, Ecuador. Data were collected through classroom observations, interviews, questionnaires, and document analysis, ensuring validity through methodological triangulation. The findings revealed that the implementation of critical pedagogy-based strategies significantly improved students’ motivation, self-regulation, and academic performance. Teachers also reported enhanced reflective practice, despite persistent challenges related to limited time and technological resources. It is concluded that integrating critical pedagogy with metacognitive skill development fosters more inclusive, reflective, and transformative learning, and its incorporation into teacher training programs is strongly recommended.
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Clemencia Yolanda Vargas-Solis, Universidad Politécnica Territorial del Estado Mérida Kléber Ramírez - Venezuela
https://orcid.org/0009-0004-9588-2962
Clemencia Yolanda Vargas Solis is a person who has achieved her goals through effort and sacrifice, obtaining her high school diploma in the physical-mathematical specialty at the Gral. Vicente Anda Aguirre School in the city of Milagro. After some time, she earned a Bachelor's degree in Pedagogy with a specialization in Mathematics at Kleber Ramirez University. Currently, she is pursuing a Master's degree in Critical Pedagogy at the same university.
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