Abstract
Purpose - The metacognitive approach is the new learning paradigm to enrich the standard of education in general and that of business education in particular The purpose of the study was to ascertain the views and opinions of Business Administration students regarding the metacognitive awareness. Design- A self-administered questionnaire was distributed to female undergraduate students. Statements cover between two major components, including knowledge about cognition and regulation of cognition. For analyzing the hypothesis, parametric as well as non-parametric test have been used. Findings –The students had a substantial awareness of metacognition and was correlated positively and significantly with their academic performance. There was no significant difference in the metacognitive awareness of undergraduate students based on their academic levels, majors and learning styles. This significant improvement on the academic performance of the students was due to the university adherence to the domains set by the national quality framework. Students on each academic level benefited by alignment of Learning Outcomes, Assessment Methods, and Teaching Strategy and attained increasing knowledge ,skills communication and information technology preparing them to be autonomous learners.Originality/Value – This paper contributes to the need for significance of metacognitive awareness among undergraduate students. The findings provide insight into students’ metacognitive skills and to adopt certain teaching strategies and assessment patterns for inculcating high order thinking in the students to prepare them as autonomous learners and engage lifelong earning among them
Highlights
Business Administration Education in developing countries is gaining more attention and consideration due to its prominent advantages in economic, political, technological and social aspects of the country
The results obtained in this study suggest that students had substantial awareness and control over their thinking and that there is a positive correlation between students’ awareness of metacognition and their academic performance and there is no significant difference in the metacognitive awareness among freshmen, sophomores, juniors and seniors
The findings of this study relating to the learning style disclose that there is no difference in the metacognitive awareness among visual, auditory, kinesthetic and mixed learners
Summary
Business Administration Education in developing countries is gaining more attention and consideration due to its prominent advantages in economic, political, technological and social aspects of the country. The metacognitive approach is the new learning paradigm to enrich the standard of education in general and that of business education in particular (Bransford et al, 2000). The paradigm shift from teacher-centered to student-centered education requires students to possess the metacognitive skills .This enhances lifelong learning which takes place outside the formal business school environment (Hannon et al, 2004; Hinton, 2005). These skills are vital assets for the manger to perform in the workplace and play a crucial role in delivery of courses in the domain of business education (Braun 2004). Cultural Metacognition is the key skill in the international business to handle complexity, communicate virtually, and work across cultures and to get the full potential of teams and networks of people. (Morris, 2012).Several studies examining the deficiencies in the level of general business decision making recommend that poor critical thinking is the main element of failing decision making (Braun, 2004; Pascarella, 1997)
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