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Abstract
The purpose of the study is to determine the impact of social literacy and metacognitive strategies to the communication skills of BSED-English students in a local college in Davao del Norte. The study is quantitative research that utilizes a descriptive-correlational approach and regression analysis. A sample of 214 randomly selected BSED-English students who were identified using stratified random sampling answered the surveys on the three variables. Furthermore, the statistical tool was used in computation of the data as well as the testing of the hypothesis at alpha 0.05 level of significance. The mean that was used to determine the levels of social literacy, metacognitive strategies, and communication skills, the pearson r that was used to determine the significant relationship between the social literacy, metacognitive strategies and communication skills, and the regression that was used to determine the significant influence of social literacy and metacognitive strategies on the communication skills of the respondents. Additionally, results showed that the level of social literacy, metacognitive strategies, and communication skills were all high in level. Results also revealed that there is a significant relationship between social literacy and communication skills. Likewise, there is also a significant relationship between metacognitive strategies and communication skills of the students. Moreover, results show that domains of social literacy such as intellectual skills, cooperation skills and social attitude and values can significantly influence communication skills. Finally, it was revealed that domains of metacognitive strategies such as planning and evaluation, mental translation, and problem solving can significantly predict communication skills of the respondents. Results imply that the variables are significant in improving the communication skills of BSED-English students.
