Understanding One’s Self through Learning Log: A Metacognitive Self-Expression Grounded Theory

Abstract

The purpose of this study is to explore how alternative assessment method such as the use of learning log helps enhance the critical thinking skills of the students. This study will make use of the qualitative research method using grounded theory.  It will be conducted to the set of PIT freshmen teacher – education students who participates in the semester – long application of the learning log. However, this study uses the self- selection technique since the respondents themselves decides if they would like to take part of the study. During the intervention process, students will be asked to use the learning log with the purpose of monitoring the extent of their learning and how much learning have they acquired during the entire topic. Moreover, towards the end of the study, data will be collected through an interview using a 6 - item open – ended questionnaire. Descriptive statistics will be used to analyze the frequency of different perceptions of the students on the use of learning log as an alternative assessment method in mathematics. Qualitative data from the interviews show how learning log fosters critical thinking of the students. They also show that writing in mathematics is perceived as a tool to understand the subject more easily by expressing what they have learned and allowing the teacher to become aware of what they needed to know. Thus, it highly recommends learning log as an effective way in enhancing the students’ critical thinking through metacognition.