Self-Survey Metacognitive Writing Strategies and Journalistic Capability of Student Correspondents in Public Secondary Schools
Jimmafe Tomambid, Josephine Baguio
Received: 01 May 2026; Revised: 25 May 2026; Accepted: 03 June 2026; Published: 06 June 2026
DOI: https://doi.org/10.66074/EDU44T66Y5
Abstract
This study examined how metacognitive writing strategies influence the journalistic capability of high school student journalists in public secondary schools in Poblacion District, Division of Davao City. Using a quantitative descriptive-correlational design, data were gathered from student journalists through adapted survey instruments. Metacognitive writing strategies were assessed through planning, monitoring, and evaluating, while journalistic capability was assessed through knowledge, writing skills, and behavior toward campus journalism. The instruments underwent reliability testing and showed strong internal consistency. Findings revealed very high levels of metacognitive writing strategies and journalistic capability. Among the metacognitive domains, evaluating received the highest rating, while behavior toward campus journalism was rated highest among the journalistic capability domains. Correlation analysis showed a strong positive and significant relationship between metacognitive writing strategies and journalistic capability. Regression results further indicated that planning, monitoring, and evaluating significantly influenced journalistic capability, with evaluating as the strongest predictor. The findings support explicit metacognitive strategy instruction in campus journalism programs.
Keywords: campus journalism, journalistic capability, metacognition, public schools, writing strategies
Author Information: Graduate School, Rizal Memorial Colleges, Inc., Davao, Philippines; josephinebbaguio@outlook.com
Volume 2, Special Issue 1, June 2026