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International Journal of Education and Practice

April 2019, Volume 7, 4, pp 347-362

Customs Administration Students Usage of Metacognitive Knowledge in their Internships

Romer C. Castillo


Marie Faye D. Cabatay


Ronnelyn F. Ronquillo


Mary Suzene B. Seva

Romer C. Castillo 1 ,

Marie Faye D. Cabatay 1 Ronnelyn F. Ronquillo 1 Mary Suzene B. Seva 1 
  1. College of Accountancy, Business, Economics and International Hospitality Management, Batangas State University, Philippines. 1

Pages: 347-362

DOI: 10.18488/journal.61.2019.74.347.362

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Article History:

Received: 22 May, 2019
Revised: 28 June, 2019
Accepted: 06 August, 2019
Published: 20 September, 2019


Educators have the responsibility of assessing their students’ metacognitive knowledge and identifying students who may need support in developing effective metacognitive skills and providing them with necessary learning intervention. This study assessed the customs administration students’ metacognitive knowledge and its usage in their internships. The dimensions, declarative knowledge, procedural knowledge and conditional knowledge were correlated to academic performance. Differences in metacognitive knowledge and its dimensions and their usage were also ascertained. The study used the descriptive-survey method, using a questionnaire for data gathering. The respondents were 99 randomly selected final year BS in Customs Administration students. The results showed that the majority of students were female, had a capital city based internship and had an average academic performance. The majority of high performers had an internship in a capital city while the majority of low performers had an internship in their home city. Male and female students had similar performance while capital city internship students had better performance than home city internship students. The declarative, procedural and total metacognitive knowledge and their usage were high while conditional knowledge and its usage were very high. The dimensions of metacognitive knowledge and usage, except procedural knowledge had significant relationships with academic performance. Statistical differences in the responses of students when they were grouped according to sex were found only with procedural knowledge and its usage but when they were grouped by internship location – on declarative, procedural and total metacognitive knowledge usage; and when grouped by academic performance – on declarative knowledge, total metacognitive knowledge, conditional knowledge usage and total metacognitive knowledge usage.
Contribution/ Originality
This study is one of very few studies which have investigated metacognitive knowledge as used in internship programs and thereby provides a unique contribution to the existing literature on metacognition.


Metacognition, Metacognitive knowledge, Internship, Knowledge utilization, Academic performance, Customs administration.



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This study received no specific financial support.

Competing Interests:

The authors declare that they have no competing interests.


All authors contributed equally to the conception and design of the study.

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