La reflexión metacognitiva y la autorregulación del aprendizaje en el proceso de evaluación en la asignatura de Historia de los estudiantes de Bachillerato General Unificado y su impacto en el rendimiento académico

Abstract

Abstract: The research proposes a pertinent option to promote metacognitive reflection and self-regulation of learning during the evaluation process in the subject of History, aimed at high school students in the "Jaime Roldós Aguilera" Educational Unit located in the Rural Abdón Calderón parish, Santa Isabel Canton, province of Azuay. The research topic addressed was Metacognitive reflection and self-regulation of learning in the evaluation process in the History subject of Unified General Baccalaureate students and its impact on academic performance. An attempt was made to offer innovative support through a bibliographic review and field research, with the aim of improving the educational skills of 10 teachers of the educational institution, within the framework of the pedagogical process carried out in the classroom. The combination of inductive-deductive methods, as well as the bibliographic technique and surveys, was used to collect data in this research. As a result of this process, it is concluded that there is a significant connection between self-regulation and the construction of meaningful learning, metacognitive reflection and self-regulation positively impact the academic performance of students.