REMOTE TEACHING, METACOGNITIVE STRATEGIES AND ARGUMENTATIVE TEX-P OF HIGH SCHOOL STUDENTS IN TIMES OF PANDEMIC

Abstract

The objective of the research was to determine the impact of remote education and metacognitive strategies on the production of argumentative texts in times of pandemic in fourth-year high school students at a educational institution. It was a quantitative approach research, of causal correlal design, worked with a sample of 116 students to whom two questionnaires of independent variables and a checklist for the dependent variable were applied as instruments; instruments were subjected to a reliability analysis with a pilot group. Remote teaching and metacognitive strategies cronbach Alpha was applied as polytomical measurement; the results were 0.743 and 0.878 respectively. For the variable: Production of argumentative texts the KR-20 Test was applied because it was diatomical and the reliability was 0.85 (high). Descriptive results indicated that the three variables analyzed were located at the moderate level at 53.8%; 41.3% and 51.3% respectively based on the data collected. For inferential results; First, the KS test was performed with the KS test that indicated the nonnorcy of the datawith a p x 0.000 that is less than 0.05; therefore, the ordinal regression model was applied. With regard to the analysis of the General Hypothesis,the Coefficient of Nagelkerke x 0.684 which indicated that the dependent variable is explained by 68.4% by the regression model and concludes, with 95% reliability, that as independent variables are increased, the production is more likely to improve argumentative texts; it was therefore concluded that remote education and metacognitives strategies have a significant impact on production of argumentative texts.