Effects of Mobile-based Ethnobiology Instruction on Students’ Metacognitive Skills

The dataset for this study was generated as part of a quasi-experimental one-group pretest–posttest design investigating the effects of Mobile-based Ethnobiology Instruction (MBEI) on students’ metacognitive skills in biology. Data were gathered from 30 Grade 10 students in a public high school in San Gabriel, La Union, during the third quarter of School Year 2020–2021, through synchronous and asynchronous online distance learning. Students completed the Metacognitive Skills Scale (MSS), which measures knowledge of learning strategies, planning, monitoring, and evaluation, before and after the intervention. Additional qualitative data were obtained from weekly reflection journals and structured interviews, providing insights into students’ self-regulation, motivation, collaboration, and technological self-efficacy. The dataset includes anonymized pretest and posttest scores, coded reflection journal entries, and interview transcripts. These data can be interpreted to evaluate both statistical changes in metacognitive skills and the qualitative themes emerging from students’ learning experiences, and may be used by other researchers to explore links between mobile-based instruction, ethnobiology integration, and metacognitive development in secondary education.本研究使用的数据集源自一项准实验单组前测-后测设计，该设计旨在探究移动民族生物学教学（Mobile-based Ethnobiology Instruction, MBEI）对学生生物学科元认知技能的影响。数据采集自2020-2021学年第三季度，来自拉联省圣加布里埃尔的一所公立高中的30名10年级学生，采集方式为同步与异步在线远程学习模式。学生在干预前后均完成了元认知技能量表（Metacognitive Skills Scale, MSS），该量表用于测评学习策略知识、计划、监控与评估四项能力。此外，研究还通过每周反思日志与结构化访谈获取了额外质性数据，可用于洞察学生的自我调节能力、学习动机、协作表现与技术自我效能感。本数据集包含匿名化的前测与后测得分、编码后的反思日志条目以及访谈转录文本。上述数据既可用于分析元认知技能的统计学变化，也可解读学生学习体验中浮现的质性主题，还可供其他研究者探索移动教学、民族生物学整合与中等教育阶段元认知能力发展之间的关联。