T.A.L.A Goal Setting Life Skills Learning Approach on the Meta-Empirical Competence and Academic Performance of Diverse Learners

Abstract

Education 4.0 shifting the focus from teaching to learning is for diverse learners learn and develop meta empirical competence and academic competence that make them valuable in this digital era. In student-centered learning, the teacher as vital support has to trust learners attain their written goals through authentic learning and real problem-solving assessment for enduring life skills. This study aimed to analyze the effectiveness of T. A.L.A goal setting life skills learning approach on the meta-empirical competence and academic performance of diverse learners of online junior high school students of First City Providential College vis-á-vis Outcomes-Based Education paradigm. The study employed an experimental research design that relies on a controlled method, random assignment, and manipulation of variables to test the hypothesis. Independent T-test was used to determine the extent of significant difference that exists in terms of meta-empirical competence and academic performance of the control and experimental groups in the pretest and posttest results in Chemistry 10 and goal-setting questionnaire of Gaumer, Erickson, and Noonan, 2018. It was revealed that students in the experimental groups performed better than the students in the control groups in both meta-empirical competence and academic performance. Thus, the T. A.L.A goal-setting life skills learning approach on the meta empirical competence and academic performance of diverse learners was effective in learning Chemistry 10 lessons in the last quarter of the academic year 2020–2021.