Metacognitive Awareness Of Students Research Articles

Metacognitive Awareness in Students

This study aims to measure students' metacognitive and the difference in abilities used from the metacognitive component. The research subjects were 500 Padang State University students. The research measurement tool uses the Metacognitive Awareness Inventory from Schraw and Dennison. The results showed that metacognitive awareness was in the moderate category at 36.4%. While the results of the metacognitive awareness research component of cognition knowledge in the medium category amounted to 37.6%, the component of cognition regulation in the high category was 31.6%. The results showed that metacognitive awareness based on gender was 39.08% for men, while 34.66% for women. The results showed that metacognitive awareness based on gender components of cognitive knowledge in the medium category for men was 43.10%, while women were 33.13%, components of cognition regulation in men were in the high and medium categories of 34.48%, while women in the medium category were 33.44%. There is no difference in metacognitive abilities between men and women. There is a correlation between metacognitive abilities and academic achievement.

THE EFFECTS OF MODIFIED KNOW-WANT-LEARN STRATEGY IN MIXED-GENDER LOWER SECONDARY PHYSICS EDUCATION

The differences related to gender are evident in physics education from the early age of the students. Thus, it is important that the teaching strategies that are implemented in mixed-gender physics classrooms are appropriate for both boys and girls. This research examined physics achievement and metacognitive awareness of students in lower secondary education in relation to gender when the modified Know-Want-Learn (mKWL) strategy is implemented. During the study, the students were divided into the control group (where direct teaching was implemented) and the experimental group (where the mKWL strategy was implemented in physics teaching). Students’ physics achievement (estimated with knowledge tests) and metacognitive awareness (estimated with a questionnaire) before and after the pedagogical experiment, and also the students’ comments on the mKWL strategy (provided through an informal conversation) were analyzed. It was shown that the students’ achievement did not differ in relation to gender while girls showed higher metacognitive awareness in comparison with boys, and the mKWL strategy increased physics achievement and metacognitive awareness of both boys and girls. Furthermore, the students’ comments on the strategy were discussed. The proposed strategy is shown to be appropriate for both genders, and its implementation in physics classrooms can be recommended. Keywords: metacognitive awareness, physics education, quasi-experimental research, students’ achievement, students’ comments

CORE Teaching Model Based Mnemonic Technique Impact Students’ Mathematical Creative Thinking Ability and Metacognitive Awareness

The purpose of this study was to determine the effect of the Connecting, Organizing, Reflecting, and Extending (CORE) learning model with mnemonic techniques on students' creative thinking skills and metacognitive awareness. The research method was a quasi-experimental design. Data on creative thinking skills were collected using essay test instruments and metacognitive awareness using questionnaires. This research was conducted on the eighth-grade students of a secondary school in Tulang Baawang Lampung with a sample of 60 students taken by using the cluster random sampling technique. The data analysis technique was two-way ANOVA. Based on the test results, the first hypothesis is shown F(2) = 12.92, p < .05, the CORE learning model affects mnemonic techniques on students' creative thinking abilities. The second hypothesis shows F(2) = 19.97, p < .05, the high, medium, and low metacognitive awareness categories affect students' creative thinking abilities. The third hypothesis shows that F(4) = 1.65, p < .05, there is no interaction between the CORE learning model and mnemonic techniques with metacognitive awareness of students' creative thinking abilities. The impact of this research is the model can be a solution for mathematics teaching and learning.

An Empirical Investigation of Mathematics Learning Approaches and Metacognitive Awareness of Students

The goal of this study is to examine the mathematics learning approaches and metacognitive awareness of 6th, 7th and 8th grade students with regard to some variables. This is a quantitative study conducted in a survey model. In the 2018-2019 academic year, the working group was secondary school students in the public schools in Central Anatolia region 6.7.8. It consists of 330 (166 girls, 164 boys) students studying at the grade level. As the data collection tools, Göktepe-Yıldız and Özdemir’s (2018) “Mathematics Learning Approach Scale”, which was originally developed by Schraw and Dennison (1994); The Metacognitional Awareness Inventory developed by Akın, Abacı and Çetin (2007) was utilized. According to the empirical findings, for sixth, seventh, and eighth grade students, scores for deep and strategic learning approaches are above the medium level, whereas scores for surface approach is below the medium level. In addition, it has been determined that mathematics learning approaches differ significantly according to gender, grade level and mathematics achievement. As a consequence of the analysis, it was seen that students' levels of metacognitive awareness were high. The levels of metacognitive awareness did not differ by gender, but differed significantly by grade level and mathematics achievement. In addition, while there exists a positive and statistically significant relationship between deep learning and strategic learning approaches and metacognitive awareness no statistically significant relationship was found between the surface learning approach and the metacognitive awareness.

Analysis Validity and Reliability of Self -Efficacy and Metacognitive Awareness Instrument Toward Mathematical Reasoning

This study was conducted to analyze the degree of validity and reliability of an instrument to measure self-efficacy and metacognitive awareness of university students toward mathematics reasoning. A total of 184 respondent of a public university in Malaysia has been chosen to answer the instrument. Findings from Exploratory Factor Analysis (EFA) support three dimensions of self-efficacy and six dimensions of metacognitive awareness of students toward mathematics reasoning that has been conceptualized. The overall internal consistency reliability of Cronbach Alpha coefficients was above 0.9. Based on the analysis performed, it can be concluded that developed instrument has sufficient evidence of validity and reliability to measure self-efficacy and metacognitive awareness of university students toward mathematics reasoning.

The Effect of Problem-Based Learning Model and Blended Learning Model to Metacognitive Awareness as a Reflection Towards a New Normal Era

This study aimed to determine differences in the level of metacognitive awareness and learning outcomes of students who learn through problem-based learning model-assisted blended learning on technical drawing material as a reflection towards new normal era education. This study used a test instrument and metacognitive questionnaire with the results of a validity level of 92.58% and the Alpha Cronbach reliability coefficient was categorized as high with a score of 0.876. The research sample was carried out at the state of vocational high school in two classes. Experimental classes learned with a problem-based model were aided by blended learning and a control class learned through a problem-based model. The results showed a significant difference in cognitive domain learning outcomes in the experimental class and metacognitive awareness of students in the two research classes so that this learning model could be used as a reflection in the learning activities of the new normal era.

Contribution of teacher’s teaching skills and students’ intrapersonal intelligence toward metacognitive awareness of students in state vocational school in Blitar

Vocational High School graduates who can study independently will become lifelong learners who are responsive to change so they can compete in the workforce of the revolutionary era 4.0. But the learning process at Vocational High School is still not paying attention to the development of high-level thinking skills of students. This is in line with the opinion of Mukhadis that the implementation of learning in the field of technology is still less encouraging which has an impact on the lack of development of individual abilities to develop high-level thinking skills, namely metacognition. Metacognitive awareness of Vocational students is still not suspected because of several aspects, that is internal and external aspects. Internal aspects are factors that influence students from themselves, one of them is intrapersonal intelligence. Then the external aspect is a factor that influences from outside the student’s teaching skills. Given the importance of this metacognitive awareness, the authors conducted a study on the contribution of teacher teaching skills, intrapersonal intelligence to the metacognitive awareness of vocational students in computer network engineering study program in Blitar City. This study aims to determine how much the contribution of teacher teaching skills and intrapersonal intelligence of students to the metacognitive awareness of vocational students in computer engineering and network expertise packages in Blitar City. The type and analysis of data in this study are included in quantitative research. The number of samples used was 57 students in class X. Data collection techniques for variable teaching skills, intrapersonal intelligence and metacognitive awareness using questionnaires. Data analysis includes description and multiple regression.The results show as follows that, there is no significant contribution to partial teaching skills to the metacognitive consciousness; there is a significant contribution to the contribution of students’ intrapersonal intelligence partially towards the students’ metacognitive awareness of 44.22% and there is also a significant contributions to teacher teaching skills and intrapersonal intelligence of students to the students’ metacognitive awareness of 52.8%.

Intellectual character of metacognition in thinking strategies

Background: Metacognition is one aspect of intellectual character about a concept that has been used to refer to a variety of epistemological processes. Metacognition essentially means cognition about cognition; that is, it refers to second-order cognitions: thoughts about thoughts, knowledge about knowledge or reflections about actions. Previous research explained that metacognition is useful in many educational settings and can be transferred from the music classroom to other subject areas.
 Aims and Objective: This study aims to reveal aspects of student metacognition as a strategy used in playing music.
 Materials and Methods: In this observational study, the spontaneous metacognitive behavior of students during guitar lessons in guitar classroom was analyzed.
 Results: Data from interviews revealed that students were weak in metacognitive behavior, so that students do not use thinking ways of thinking. This is because the lecturer cannot promote metacognition by designing and implementing instructional strategies that encourage music students to engage in reflection, self-assessment, and thinking critically.Based on the results of research that has been obtained, it can be said that in playing music, especially in the guitar class, it is important to know what is known about the music that will be played.
 Conclusion: Lecturers need to promote metacognitive awareness in students, so that students are able to develop their thinking strategies well in playing music, especially in guitar classes.

The Anxiety and Metacognitive Awareness Levels of Secondary School Students towards Mathematics and the Effect of Related Variables on Their Mathematics Achievements

In the research, it was aimed to determine the level of anxiety and metacognitive awareness of secondary school students about mathematics lesson, whether these levels change according to gender and class level and examine explaining status of these levels in mathematical achievements. The research, designed on the basis of the cross-sectional screening method, was carried with 1553 secondary school students. Two-step clustering analysis, independent t-test, one-way variance analysis and linear regression analysis were used to analyse the data. The participants were grouped into three according to their mathematics achievement and into two according to their metacognitive awareness and mathematics anxiety. The metacognitive awareness of the students with high achievement was found to be higher and the mathematics anxiety was lower than the students in moderate and low achievement group. It was found that the metacognitive awareness and mathematics anxiety scores explain the mathematics achievement significantly. It was also determined that as the metacognitive awareness scores increased, mathematics achievement increased significantly; on the other hand, as the mathematics anxiety scores increased, the mathematics achievement was meaningfully reduced. In addition, it was found that the metacognitive awareness had less effect on mathematics achievement compared with the mathematics anxiety.

Making meaning of children's social interactions: The value tensions among school, classroom, and peer culture

Abstract The aim of this study is to examine prosocial and respect value tensions among three school stakeholders (the school mission, teachers, and students) to understand how values are created, maintained, and shared within the larger school socialization process. Utilizing dynamic narrating across three data sources, the school mission statement, teacher interviews, and children's written narratives, we focus on (1) what respect and disrespect values did each group of stakeholders (i.e., the school mission, the teachers, and the students) endorse and (2) what respect value congruencies, incongruences, and tensions exist across and within stakeholders? The findings of this study substantiate that within an elementary school within the United States value socialization among teacher and student stakeholders is not solely hierarchical, but reciprocal. The present study found that although the school, teachers, and students, held some congruent values about social interactions including respect, tensions exist in how respect should be enacted. These tensions may reflect developmental differences in social, cognitive, and metacognitive awareness in students across a wide variety of developmental ages within a given school. Overall, the findings shed light on the congruencies and tensions of prosocial value socialization in an elementary school.

A study on metacognitive awareness and academic achievement of Higher Secondary level students of Dibrugarh town of Assam, India

Learning is a process developed within the single individual throughout life. However, in order to be successful learners, reflection, feed-back and an awareness of our knowledge is essential. Metacognition is the awareness of one’s own patterns of thinking. Metacognitive awareness helps a learner to be self directed and self regulated. Promoting metacognition begins with building awareness among learners that metacognition exits, differs from cognition and increases academic success. Hence, the present study is undertaken by the investigator to explore the metacognitive awareness and academic achievement of Higher Secondary level Students of Dibrugarh town. A sample of 150 students of XII Standard has been selected by using purposive sampling technique for the investigation. The standardized tool ‘Metacognitive Awareness Inventory’ (MAI) developed by Schraw and Dennison (1994) has been used as a measure of metacognitive awareness of students. The Descriptive Survey method has been used to collect the data. Mean, SD, ‘r’, t test were used. It was evident from the present research that, there is a positive correlation between Metacognitive Awareness and Academic Achievement but there is no significant difference between Male and Female students, students of Provincialised and Private Institutions of Dibrugarh Town with respect to Metacognitive Awareness. Therefore, this ability can help the students to gain achievement orientation, either mastery or performance, which in turn results in academic success.

P.1.j.017 - Comparing metacognitive awareness in students on the first and sixth year of medical faculty

P.1.j.017 - Comparing metacognitive awareness in students on the first and sixth year of medical faculty

Enhancing entrepreneurship education of engineering students for increasing their metacognitive abilities: analysis of students’ self-assessments

It has been widely accepted that the discipline-specific professional knowledge of engineering graduates alone is not sufficient for a successful career. Thus, it is becoming increasingly important to enhance also the abilities of a person to apply the knowledge into the real-world environments, characterized by change, complexity and uncertainty. The on-going scientific discussion has addressed this by sharing an importance of development of meta-cognitive abilities in education, enabling to foster entrepreneurship and employability of engineering students. This can be achieved thru appropriately focused and systematic entrepreneurship education programs in universities, while the goal of such programs is to facilitate students’ preparedness for an enterprising life in the future. Moreover, it is acknowledged that any person should be able to benefit from entrepreneurship education programs even if not starting their own company, as the focus is on increasing the creativity, self-efficacy, systematic thinking, awareness about opportunities and learning to learn. Hence, persons who understand what they know and understand how to control their own learning are also more likely to understand how to apply what they have learned. The aim of the current paper is to further develop the scientific discussion on the development of metacompetencies of engineering-students through entrepreneurship education, with an emphasis towards metacognition and providing suggestions for the development of entrepreneurship courses with the aim of increasing the level of metacognitive abilities and awareness of students. Previous research on metacognition has largely concentrated on theoretically defining components of metacognition, explaining the relationship between the metacognitive awareness and propensity to start entrepreneurial careers, as well as on the importance of metacognition in learning. At the same time the amount of necessary empirical evidence is still limited. Current research is an attempt to contribute into the empirical analysis of self-assessment of metacognitive abilities of students with different personal characteristics, study level and disciplines. The study includes a quantitative survey using Likert scale. The results have been analysed with the means of linear statistical analysis for evaluating the level of students’ metacognitive abilities and K-means clustering method for identifying groups of high- and low-achieving students. The results of study have confirmed that the differences and weaknesses in metacognitive awareness of students from different study levels and disciplines need to be considered when planning entrepreneurship courses. The article is contributing to the development of the courses of entrepreneurship education based on improving the weakest components of students’ metacognitive abilities. In addition, the study contends that the issues of study environment and motivation of students are important factors to consider when designing entrepreneurship courses. DOI: http://dx.doi.org/10.5755/j01.ee.26.3.5283

Codebook Analysis of Metacognitive Blogs in an Anatomy Learning Skills Course

At Indiana University MSCI M100: Improving Learning Skills in Anatomy was developed to help students to recognize and implement study methods which will help them to be successful in Anat A215: Basic Human Anatomy. One of the course assignments is a weekly blog in which students reflect on various aspects of the learning process, such as assessing the effectiveness of their study methods or managing their time. The goal of this assignment was to help increase metacognitive awareness in students.Thematic analysis was conducted to assess the blogs submitted by MSCI M100 students from three different semesters. This analysis involved the development of a codebook in which various categories, themes and subthemes were generated from the data itself. After multiple codebook iterations the blogs were coded, and code frequencies were produced to identify trends in the topics discussed within students’ blogs. Similar trends were found across all three semesters. As each semester progressed students spent a greater percentage of their discussion sharing which methods and tools were helping them to be successful and suggesting changes to their methods. Their time management plans became more detailed in nature, and self‐efficacy regarding anatomy exams improved.Grant Funding Source: Lippincott Williams Wilkins/AAA Education Research Scholarship

Mining Perspective and Rhetorical Patterns in Reading for Revision: A Case Study of Iranian Intermediate EFL Readers

This paper aims to find how reading skills are influenced by metacognitive strategies of revising and text-mining in Iranian intermediate students majoring in English Translation. A total number of 70 students participated in 2 series of consciousness-raising instructions. The first line of instructional trainings in this study followed from 20 sessions of instruction in reading metacognitive awareness and revising strategies and the second encompassed 20 sessions of instruction on expository rhetorical patterns and their associate discourse markers. Many research studies have proved the role of metacognitive awareness in students’ learning outcome and achievement; however, in this study, the effects of such awareness of revision strategies were not found to be promising in lower-intermediate EFL learners. To address this drawback, the second line of instructional trainings began: the quantitative and qualitative results of this study satisfactorily demonstrated that the lower-intermediate students as well as the upper-intermediate ones developed their reading skills through their awareness of rhetorical organizations and their discourse markers. Pedagogical implications of these findings are discussed in relation to Iran's instructional status.

Is it possible to improve science process skills and attitudes towards chemistry through the development of metacognitive skills embedded within a motivated chemistry lab?: a self-regulated learning approach

The aim of this study was to improve pre-service science teachers’ science process skills and attitude towards chemistry by developing their metacognitive skills embedded within a motivating chemistry laboratory. The sample of the study was 54 preservice science teachers who took the first year chemistry lab course at Marmara University. Both the control (n=27) and the experimental group (n=27) carried out 11 experiments, each of which was performed over a lab course. The students comprising the control group performed the experiments following the instructions described in the laboratory manual. However, in experimental group pre- and post-discussions about the design of the experiments were held in order to create metacognitive awareness of the experimental design. The students in the experimental group were always encouraged during the course and were given four semi-structured reflective interview forms developed by the authors. Differently from the control group, the students in the experimental group were asked to inquire the subjects the researcher wanted them to do so. While the students in the control group had no feedback for their reports, the students in the experimental group had always positive feedbacks. The results showed that the experimental group outperformed the control group in the Science Process Skill Test, particularly in the categories of identifying variables, operationally defining and designing investigations. The first and the last interview forms, which were given at the beginning and the end of the semester, were used for a deeper analysis of the students’ metacognitive skills, motivation and attitude towards the course. The second and the third reflective forms were used to create metacognitive awareness in students. Although the students reflected very positive feedbacks for the last interview form, results of the t-test analysis showed that no significant gain could be achieved either in control or experimental group in terms of their attitudes towards chemistry.

The influence of the length of causal chains on question asking and on the comprehensibility of scientific texts

This study examines question asking about causal relations when students read scientific texts. We examine the influence of the length of causal chains and the knowledge of readers. Students from grades 8 and 12 read two short paragraphs that described natural phenomena. Length of the causal chain linking cause and effect in two key sentences was manipulated. The students were instructed to ask on anything that they did not understand. The results showed, in the first place, that students ask a majority of causal antecedent questions. Second, a longer causal chain resulted in less causal questions asked by the 12th grade students, but did not reduce the number of causal questions asked by 8th grade students. Third, there was no relation between comprehensibility ratings given to the causal relations and causal question asking. According to this, an explicit comprehensibility score that taps on the metacognitive awareness of students may not be a good indicator of the level of understanding.