The Impact of Reduced Educational Time on Performance, Confidence, and Metacognitive Accuracy in Lower Secondary Genetics Learning
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| Title: | The Impact of Reduced Educational Time on Performance, Confidence, and Metacognitive Accuracy in Lower Secondary Genetics Learning |
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| Language: | English |
| Authors: | Chelcea Mae Lagmay Darang (ORCID |
| Source: | Journal of Baltic Science Education. 2026 25(1):7-21. |
| Availability: | Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; e-mail: mail.jbse@gmail.com; Web site: http://www.scientiasocialis.lt/jbse/ |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education Grade 9 High Schools Junior High Schools Middle Schools |
| Descriptors: | Foreign Countries, Secondary School Students, Secondary School Science, Science Education, School Schedules, Time Factors (Learning), Academic Achievement, Self Esteem, Metacognition, Accuracy, Grade 9, Gender Differences, Genetics, Science Achievement, Learner Engagement, Outcomes of Education |
| Geographic Terms: | Philippines |
| ISSN: | 1648-3898 2538-7138 |
| Abstract: | Curriculum reforms in the Philippines, including the MATATAG curriculum, have reduced scheduled educational time in lower secondary science, raising questions about their impact on learning and metacognition. This study examined the impact of reduced educational time, specifically the shift from 60 minutes to 45 minutes per genetic lesson, on students' performance, confidence, and metacognitive accuracy in a lower secondary science context. Using a cohort-comparison design, data were collected from Grade 9 students across two school years. Student performance was assessed through a genetics test, while confidence ratings captured metacognitive accuracy. Pearson correlations examined confidence-performance alignment, and Welch's t-tests compared cohort and gender differences. Teacher perceptions were gathered through open-ended surveys. Results showed that the students who received longer lessons achieved higher performance and demonstrated stronger confidence-performance calibration, whereas students who experienced shorter lessons achieved lower performance and exhibited overconfidence. Gender differences appeared only in the 2023 cohort, with females outperforming males. Teacher accounts confirmed that shortened lessons reduced opportunities for interaction, feedback, and reflection. The findings highlight that educational time is both an academic and metacognitive resource. Safeguarding opportunities for reflection and feedback is essential to support accurate self-monitoring and sustainable learning in science education. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506398 |
| Database: | ERIC |
| Abstract: | Curriculum reforms in the Philippines, including the MATATAG curriculum, have reduced scheduled educational time in lower secondary science, raising questions about their impact on learning and metacognition. This study examined the impact of reduced educational time, specifically the shift from 60 minutes to 45 minutes per genetic lesson, on students' performance, confidence, and metacognitive accuracy in a lower secondary science context. Using a cohort-comparison design, data were collected from Grade 9 students across two school years. Student performance was assessed through a genetics test, while confidence ratings captured metacognitive accuracy. Pearson correlations examined confidence-performance alignment, and Welch's t-tests compared cohort and gender differences. Teacher perceptions were gathered through open-ended surveys. Results showed that the students who received longer lessons achieved higher performance and demonstrated stronger confidence-performance calibration, whereas students who experienced shorter lessons achieved lower performance and exhibited overconfidence. Gender differences appeared only in the 2023 cohort, with females outperforming males. Teacher accounts confirmed that shortened lessons reduced opportunities for interaction, feedback, and reflection. The findings highlight that educational time is both an academic and metacognitive resource. Safeguarding opportunities for reflection and feedback is essential to support accurate self-monitoring and sustainable learning in science education. |
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| ISSN: | 1648-3898 2538-7138 |
