International Journal of English and Education 1

ISSN:XXX, Volume:xx, Issue:xx, Year

Effects of Metacognitive Scaffolding on the Mathematics

Performance of Grade 6 Pupils in a Cooperative
Learning Environment
Dickel Allego Dagoc1 and Denis Abao Tan2
1
John’s School, Bonifacio Drive Street, Malaybalay City, Philippines
2
Central Mindanao University, University Town, Musuan, Bukidnon, 8710 Philippines

tSt. John's School, Bonifacio Drive Street, Malaybalay City.Qualification & affiliation (font size
12)

Abstract: (font size 12, single spaced)

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Introduction
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Review of Literature
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Methodology
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Findings
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 International Journal of English and Education 2
ISSN:XXX, Volume:xx, Issue:xx, Year

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Conclusion
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Suggestions and Recommendations

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Acknowledgement (If Any)

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References

(APA style in Alphabetical order, font size 11 and single spaced. See example below)

Allwright, D. 1984. Why don't learners learn what teachers teach? The interaction hypothesis. In D. Singleton and
D. Little (eds.). Language Learning in Formal and informal Contexts (pp. 3-18). Dublin: IRAL.

Copyright © International Journal of English and Education | www.ijee.org

 International Journal of English and Education 3
ISSN:XXX, Volume:xx, Issue:xx, Year

Cunningham, Patricia, and Richard Allington. 2003. Classrooms that work, they can allread and write. Boston:
Pearson Education, Inc.
Wilkins, D.A. (1976). Notional syllabuses. London: Oxford University Press.

Appendix (If Any)

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 Complete the manuscript in Times New Roman.

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 Double spaced between the paragraphs.
 Text font size 12 and single spaced.
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reduction should be functional.
 References and appendix font size 11.

Copyright © International Journal of English and Education | www.ijee.org