Metacognitive Learning Strategies Research Articles

How to teach a blind person to hear colours? Multi-method training for a colour-to-sound sensory substitution device – design and evaluation

Sensory substitution is thought to be a promising non-invasive assistive technology for people with complete loss of sight because it provides inaccessible visual information via a preserved modality. However, Sensory Substitution Devices (SSDs) are still rarely used by visually impaired persons, possibly due to a lack of structured and supervised training that could be offered alongside these devices. Here, we developed and evaluated a training program that supports the usage of a recently developed colour-to-sound SSD – the Colorophone. Following our recently proposed theoretical model of SSD development, we propose that this training should help people with complete loss of sight to learn how to efficiently use the device by developing relationships between the components of the user-environment-technology system. We applied systematic case studies combined with a mixed-method approach to evaluate the efficacy of this SSD training program. Five blind users underwent ca. 22 h of training, divided into four main parts: identification of the users’ individual characteristics and adaptations; sensorimotor training with the device; semi-structured explorations with the device; and evaluation of the training. We demonstrated that this training allows users to successfully acquire a set of skills (i.e., master the sensorimotor contingencies required by the device, develop visual-like perceptual skills, as well as learn about colours) and progress along developmental trajectories (e.g., switch from serial to parallel information processing, recognize more complex colours, increase environment and task complexity). Importantly, we identified individual differences in learning strategies (i.e., sensorimotor vs. metacognitive strategy) that had an impact on the users’ training progress and required the training assistants (TAs) to apply different assistive strategies. Additionally, we described the crucial role of a (non-professional) training assistant in the training progress: this person facilitates the development of relationships between elements of the user-environment-technology system by supporting a metacognitive learning strategy, thereby reducing the risk of abandonment of the SSD. Our study shows the importance for SSD development of well-designed, tailored training, and it provides new insights into the process of SSD-related perceptual learning.

Impact of flipped classroom approach on undergraduate nursing student's critical thinking skills.

Enriching the undergraduate nursing main courses innovative approaches such as flipped classroom method, which may aid improving students' metacognitive learning strategies, are regarded to be very important in terms of enhancing critical thinking and problem-solving skills in nursing care. This study aimed to determine if there were significant differences in performance and critical thinking skills of nursing students who were taught using the flipped classroom method versus those who were taught using the online traditional learning approach. Another aim was for students to describe their opinions of using the flipped classroom method. This study adopted a quasi-experimental study design. A total of 63 nursing students participated in the study. The experimental group followed the flipped classroom learning approach, while the control group followed the online traditional learning approach. The study involved a pre- and post-test assessment to examine the students' learning achievements and critical thinking skills. The results indicate that the flipped classroom approach has no significantly different effect on students' academic achievement and critical thinking, compared to online traditional lecturing. However, in contrast to the analysis of the results, students generally stated that learning with a flipped classroom approach was more helpful and efficient, and that the method provided a dynamic learning session during lectures. Flipped classroom approach planned for a part of the pediatric nursing education did not show significant difference compared to online traditional lecturing.

Do learners share the same perceived learning outcomes in MOOCs? Identifying the role of motivation, perceived learning support, learning engagement, and self-regulated learning strategies

The aim of this study was to examine how motivation, perceived learning support, learning engagement, and self-regulated learning strategies relate to learners' perceived learning outcomes of massive open online courses (MOOCs). An online survey was administered to 546 participants from four MOOCs. Seven types of reasons for attending MOOCs were identified, ranging from intrinsic to extrinsic motivation. One-way MANOVA revealed that learners with autonomous motivation demonstrate higher scores on perceived learning outcomes than learners with controlled motivation. In addition, multiple regression analysis methods showed that course design, interaction with instructors and peers, engagement in learning activities, and applying cognitive and metacognitive learning strategies significantly explain differences in perceived learning outcomes. Furthermore, mediation analyses demonstrated that cognitive and metacognitive learning strategies significantly mediated the relationships between motivation, perceived learning support, and learning engagement on the one hand and perceived learning outcomes on the other. Finally, practical implications are discussed and future research directions are recommended.

Methodological and Contextual Foundations of Metacognitive Monitoring Training Program in Student Self-Regulated Learning

Aim. This manuscript aims to present the theoretical and contextual characteristics of the developed training program focused on identifying the components of students’ self-regulated learning activities with the use of metacognitive monitoring as well as improving the effectiveness of the students’ learning activities at the individual-personal, motivational-volitional, cognitive and metacognitive levels.
 To do this, we sought to analyze these phenomena in scientific literature and develop a training program aimed to develop students’ reflexivity, internal learning motivation, and metacognitive skills; to inform students about the features of metacognitive monitoring and metacognitive control of self-regulated learning activities, their awareness of the characteristics of their own processes of understanding, evaluating and reproducing information; to form comprehension and task analysis skills, as well as understanding of the specifics of performed tasks.
 Methods. A system of general scientific methods was used: analysis and synthesis of the main characteristics of the concepts of self-regulated learning and metacognitive monitoring as a complex multidimensional formation, comprehension of the psychological foundations of self-regulated learning, systematization and generalization of scientific provisions of metacognitive monitoring in student self-regulated learning. This study focused on the design and development of the training program for increasing the efficiency of metacognitive monitoring in student self-regulated learning.
 Results. The presented manuscript has analyzed the theoretical aspects of the concepts of metacognitive monitoring and self-regulated learning of HEI students. The theoretical essence of the methodological and contextual characteristics of the above mentioned phenomena has been studied. The role and importance of metacognitive monitoring and its components in the learning efficiency and academic self-regulation of HEI students have been described. It has been determined that metacognitive monitoring as a metacognitive characteristic of personality determines not only the organization of mental and behavioral processes, but also relates to the academic success of the subject of learning activity, namely the student. The training program for increasing the efficiency of metacognitive monitoring in student self-regulated learning has been developed and presented.
 Conclusions. The program was designed to help students consciously approach the independent planning and setting of learning goals, control intellectual and metacognitive activities, and use cognitive and metacognitive strategies in learning, monitoring, controlling and correcting their learning activities. Since these processes provide students with cognitive understanding of their own cognitive processes, the use of this type of training program will help students optimize their learning outcomes through metacognitive monitoring in the process of self-regulated learning activities.

STEM STUDENTS’ ENGLISH LANGUAGE LEARNING STRATEGIES AND UNDERLYING FACTORS PERTAINING TO OPEN DISTANCE LEARNING

Background and Purpose: The COVID19 pandemic challenges on learning necessitate the understanding of students’ Language Learning Strategies (LLS). Studies on science, technology, engineering, and mathematics (STEM) students’ English LLS is scarce. The objectives of the study are to examine the LLS employed by STEM students learning English as a second language (ESL) in a public university (PU) in Malaysia and to investigate the LLS underlying factors pertaining to the open distance learning (ODL).
 
 Methodology: This study was designed as survey research, employing the quantitative approach to gather data. The Strategy Inventory of Language Learning (SILL) questionnaire was administered to 250 engineering undergraduates as respondents, who were chosen using a purposive sampling method. Data were analyzed descriptively using the Statistical Package for Social Sciences (SPSS) version 21.0. The Principal Component Analysis (PCA) with varimax rotation was conducted to determine the construct validity. PCA appropriateness was suggested by the inter-item correlation.
 
 Findings: The compensation, metacognitive and cognitive learning strategies were the most frequently used strategies while the memory and affective strategies were the least. The PCA added vital information like the memory strategy corresponds to the metacognitive strategy. The cognitive strategy concept of ‘practice,’ may demand a revisit to some traditional grammar learning methods. There are also demands for social-emotional factors to be considered. ODL has imposed bigger demands too.
 
 Contributions: The findings may assist ESL educators to boost STEM students’ self-monitoring behavior, to plan and coordinate their own learning process. PCA’s ‘Self-Awareness’ concept revealed that policy makers need to conduct more training to ensure executions run smoothly.
 
 Keywords: English, Language Learning Strategies (LLS), Open Distance Learning (ODL), Science Technology, Engineering, and Mathematics (STEM).
 
 Cite as: Nurul Jannah, A. G., Tengku Intan Suzila, T. S., & Zainurin, A. R. (2022). STEM students’ English learning strategies and underlying factors in relation to issues in open distance learning. Journal of Nusantara Studies, 7(2), 81-102. http://dx.doi.org/10.24200/jonus.vol7iss2pp81-102

The Effect of Triangulation-Based Metacognitive Learning Strategy on Students' Chemistry Literacy and Learning Achievement

This study aimed to investigate the effect of triangulation-based metacognitive learning strategy on students’ chemistry literacy and learning achievement. This study was conducted by using a pretest-posttest control group design. The participants of this research were two classes of 10th grade natural science students of Senior High School in Pasuruan, Indonesia. One class was taught using triangulation-based metacognitive learning strategies consisting of four steps (Preparing, Doing, Checking, and Assessing & Following-Up) abbreviated to MLS-PDCA, and another was taught using expository learning strategy (ELS). Data was collected by pretest and posttest. Based on the data analysis, it was known that the N-gain averages of students’ chemistry literacy were 54% in MLS-PDCA class as the middle category and 38% in the ELS class as middle category. N-gain averages of learning achievement were 56% in experiment class as middle category and 40% in ELS as middle category. Mann Whitney U and independent sample t-test showed that the improvement of students’ chemistry literacy and learning achievement in MLS-PDCA class was more significant than in the ELS class. It can be concluded that MLS-PDCA can enhance the students’ chemistry literacy and learning achievement in senior high school.

A “Wake-Up Call” for EFL Students: Exploring the Metacognitive Learning Strategy in the Professional Listening Course

Compared to the cognitive strategies to solve students’ problems in English listening, studies on metacognitive strategies seem to be underexplored in Eastern Indonesian context. In order to contribute to this research gap, this study conducted an investigation on university students' awareness of metacognitive strategies. This mixed-method study used quantitative data from a questionnaire adopted from the Metacognitive Awareness Listening Questionnaire (MALQ). 178 English Education students (19-21 years old) at Pattimura University completed the questionnaire, and eight students were randomly selected to be interviewed to obtain qualitative data regarding their individual metacognitive strategies for planning, monitoring and evaluating their listening activities. The findings reveal more than 60% of the participants agree that they have a plan for their listening activities, can maintain focus during the activities, and evaluate how they performed. Qualitative data supported that the students do have a plan and monitor their learning process, as they can provide specific strategies of how they plan (e.g., taking notes, making sure that the room is suitable for listening tasks) and monitor (e.g., paying attention to keywords, using context to decipher audio’s meaning if they encounter unfamiliar words) their learning process. However, the students seem to be unable to explain or define precisely what metacognitive strategy is, indicating their lack of learning the self-reflection process. These results demonstrated a need for more explicit instruction of metacognitive strategies to improve the students’ learning process, which will be especially beneficial for the university's uniquely high-stakes course of Professional Listening.

Students’ cognitive and metacognitive learning strategies towards hands-on science

<span>Cognitive and metacognitive learning strategies are geared towards giving autonomy to every learner in their studies. Students’ affordances on cognitive and metacognitive learning strategies in their studies are believed to predict their academic success and performances in their learning tasks. This study determined the cognitive and metacognitive learning strategies in science among the 278 education students in the three campuses of a state university in the Philippines as bases in crafting a developmental plan to bolster the science instruction in the university. Using the descriptive-inferential research and employing a questionnaire on the cognitive and metacognitive strategies of education students, the following are known: incomparable affordances of the students along planning and information management practices while comparable affordances were determined on the respondents’ cognitive learning strategies; and incomparable affordances along procedural knowledge while comparable affordances along declarative and conditional knowledge were determined on the respondents’ metacognitive learning strategies. Based on the results, a developmental plan was designed to bolster the science courses in the education programs of the university centering on the inclusion of research camp, research expo, shepherding on research through the niche program, immersion, and hands-on science. It was recommended that the proposed enhanced science program will be implemented in the university system as there is only one science course in their respective programs in the new curricular plot. </span>

The Effect of Using Different Teaching Methods on High-Level Skills in Science Lessons

The aim of this study was to determine the relationship between students' metacognitive learning, critical thinking, scientific process skills and academic achievements after the ‘Cell and Divisions’ and ‘Force and Energy’ units have been processed according to different teaching methods. Also, in this study, it is aimed to determine the variables that predict academic achievement. In the study, five different groups were selected from 7th grade students. In these groups, lessons were taught according to the Multiple Intelligence Approach, Problem Based Learning, Peer Instruction, Combined Method and the method recommended by the Ministry of National Education (2017). The sample of the study, in which the correlational survey method, one of the quantitative research approaches, was used, consists of 185 seventh grade students studying in two secondary schools in the Yakutiye district of Erzurum. As a data collection tool in research; Metacognitive Learning Strategies Scale, Critical Thinking Tendency Scale, Scientific Process Skills Test and Academic Achievement Tests were used. As a result of the analyzes made on the data of the students in different groups and the whole study group, significant relationships between variables were determined in terms of group specific and all data. In addition, in the hierarchical regression analysis, it was determined that scientific process skills were the most predictive skills for academic achievement for each group.

Cognitive and metacognitive strategies, and academic buoyancy

The present study was devised and implemented to examine the comparison of the effectiveness of teaching cognitive learning strategies and metacognitive learning strategies on the Academic Buoyancy of students in Tehran in the academic year 2020-2021. The present study was a quasi-experiment with a pre-test/post-test design using therein control and intervention groups and follow-up examinations. Research subjects were selected using random sampling. As such, one of the universities was first randomly selected, from which three classrooms were randomly selected. From the selected classrooms, 30 students were randomly selected based on the pre-determined inclusion and exclusion criteria and hence assigned to Groups of Intervention 1, Intervention 2, and Control. First, the pre-test measurements were performed for all three groups, ‌ then one intervention group received instructions on cognitive learning strategies, and the other intervention group was taught metacognitive learning strategies. After the completion of interventions, post-test measurements were taken from all three groups. The inventory used in the research was the academic buoyancy scale of Martin and Marsh (2008). Split-plot ANOVA design was used to analyze the data.

Effectiveness of learning strategies (cognitive and metacognitive) in the academic identity development among the students of Tehran University of applied sciences

The present study was conducted to investigate the effectiveness of teaching cognitive and metacognitive strategies in academic identity among the students of Tehran University of Applied Sciences. This is an applied research in terms of purpose and a quasi-experimental study in terms of method, with pre/post-test, follow-up phase, and control group. The statistical population included all students of the University of Applied Sciences in the academic year of 2020-2021. Due to the need for training treatment protocol, the samples (30 participants) were selected through a convenience sampling method. According to the inclusion and exclusion criteria, 20 students were randomly assigned to the experimental groups (10 in the cognitive learning strategies group and 10 in the metacognitive learning strategies group) and 10 students were assigned into to the control group. Data was collected using Waz and Isaacson Educational Identity Questionnaire (2008). Cognitive and metacognitive strategies were trained to the experimental groups for 8 sessions. Data were analyzed using two-way repeated measures ANOVA (between-subject and within-subject mixed design). The results confirmed the effectiveness of teaching cognitive strategies in academic identity development.

Exploring The Use of Cognitive and Metacognitive Learning Strategies Across Gender: The Case for French as A Foreign Language

Exploring The Use of Cognitive and Metacognitive Learning Strategies Across Gender: The Case for French as A Foreign Language

THE EFFECT OF TEACHING IRAQI EFL STUDENTS METACOGNITIVE LEARNING STRATEGIES ON THEIR ACHIEVEMENT IN READING COMPREHENSION

The present study aims to investigate the effect of teaching Iraqi EFL students metacognitive learning strategies on their achievement in reading Understanding. To accomplish the analysis goal , The next two are the The
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 school year 2008-2009. It is also limited he use of Marzano’s 2001 taxonomy. The data statistically analyzed by Utilizing the t-test formula Twoindependent samples. It is detected out That a statistically relevant difference exists between the groups in favor Experimental, of the one in reading comprehension; i.e. the null hypothesis is rejected. It is concluded that the Instructional methods suggested, i.e. metacognitive Learning strategies have proven to be a beneficial technique for teaching that improves students’ ability and performance in reading comprehension. In the light of the study results, several useful recommendations concerning EFL learners, instructors, and syllabus designers were presented and several pedagogical suggestions for further research were stated

The Role of Metacognitive Strategies in Blended Learning: Study Habits and Reading Comprehension

Metacognitive strategies are essential, as they allow the learning process to be self-managed. This is especially important in higher education and blended learning because it requires greater independence. This study aims to determine the importance of metacognitive strategies as regards both study habits and reading comprehension in blended learning. For this purpose, metacognitive strategies are used through a digital tool in a blended learning context. SRSI-SR test was used to assess study habits and ARATEX-R was used to assess text reading before and after a master’s degree course. The study sample included 112 students from various disciplines; half of them used the tool as part of the research group, and the other half did not use it as part of the control group. The results show that the use of the metacognitive strategies has particularly facilitated the organization of the task regarding study habits. In reading comprehension, metacognitive strategies especially promoted motivation management, comprehension assessment, and planning. It is concluded that the use of metacognitive strategies has proven to be significantly effective, so these findings suggest the inclusion of metacognitive strategies in blended learning in order to improve study habits and reading comprehension in students and, thus, improve their learning outcomes. The conclusions obtained allow us to broaden our scientific knowledge about how these strategies influence learning.

Attitude of Science and Technology Education Lecturers and Students Towards Using Metacognitive Strategies in Colleges of Education in North-East Nigeria

The study investigated the attitude of lecturers and students of Science Technology Education and Mathematics (STEM) towards metacognitive learning strategies in Colleges of Education in North-East Zone of Nigeria. One purpose was identified, one research question answered and one null hypothesis tested. The study employed descriptive survey research design in which a 16-item instrument, designed by the researchers, was used in collecting data from a sample of 138 respondents were randomly selected, made up of 56 lecturers and 82 students, drawn from 10 Colleges of Education in the North-East Zone. The instrument was validated by two experts in Science Education, drawn from Department of Education, University of Maiduguri. The validated copy was pilot tested on 25 students and 10 lecturers of Science Education programme from Sa’adatu Rimi College of Education, Kano, an institution outside the study area. Test re-test method was used to obtain the reliability of the instrument, using the Pearson Product Moment Correlation Coefficient (r) which stood at 0.87. Mean and standard deviation were used in analyzing and answering the research question. The null hypothesis was tested at 0.05 level of significance using the z-test. The study found that students of Science Technology Education and Mathematics (STEM)in Colleges of Education in the North-East Zone of Nigeria had a positive attitude towards metacognitive learning strategies. The study also found that there was no significant difference between the mean scores of the responses of lecturers and students on the students’ attitude towards metacognitive learning strategies in Colleges of Education in North-East Zone of Nigeria. It recommended among others, that Students of STEM in Colleges of Education in North-East Zone should continuously develop positive attitude towards metacognitive learning strategies which have the tendency to improve their performances, and methods should be put in place by lecturers and management of the Colleges of Education to design programmes, activities and schedules which are able to arouse students’ interest in metacognition and as well sustain such interest.

The Impact of Metacognitive Learning Techniques on Learners’ Essay Writing Performance: A Study on Pre-Service Teacher Students at Teacher Training School of Bouzeareh

This study was carried out to investigate whether pre-service teacher students are aware of using Metacognitive Learning Techniques (MLT) in writing their academic essays, and to explore which metacognitive learning Techniques (MLT) is mostly adopted by the students in essay writing. The study also examined the significant relationship between MLT and students’ essay writing performance (EWP) and established which MLT is a predictor of students’ EWP depending on the views of pre-service teacher Training School of Bouzareah students, Algeria. The questionnaire employed was adapted from Farahanian’s MLWQ. The data was analysed using SPSS V28 by employing the mean scores, correlation matrix, and regression. The findings indicated that most of the respondents are aware of using metacognitive learning strategies in their essay writing and that Planning, Organization, and Goal setting were the commonly used strategies by the students. The results identified a substantial connection between MLT and students’ performance in essay writing. And that Awareness was found to be the only predictor of students’ EWP. The study, therefore concluded that students do not only learn effectively by using metacognitive writing strategies but also can transfer skills learned beyond the classroom activities. This implies that metacognitive strategies-based teaching is highly essential and beneficial as the influence of metacognitive learning strategies (awareness) has been established in this study as part of the reasons behind students’ essay writing performance. By implication, higher institutions of learning, as well as education policymakers, are urged to include metacognitive learning techniques into the pedagogical approaches and make necessary emphasis on its usage.

Relationship between Vocabulary Learning Strategies and Vocabulary Size: Evidence from Saudi Female EFL Learners

Vocabulary knowledge has been largely viewed as an important component in language learning and language acquisition. Understanding how EFL learners approach vocabulary learning is also considered crucial for language teachers and researchers to develop an effective learning environment that may stimulate high-quality learning outcomes. Studies on vocabulary size suggest that Saudi EFL learners have impoverished vocabulary knowledge, but there is still little known about how likely certain vocabulary learning strategies may enhance vocabulary knowledge. This study aims to address this issue. We specifically aim to identify the type of vocabulary learning strategies more frequently used among Saudi female EFL learners, and how the use of certain learning strategies may influence vocabulary knowledge. We asked participants to complete two test instruments: the Vocabulary Learning Strategies Questionnaire and the Vocabulary Size Test. All data was gathered using an online survey and the results showed evidence that participants largely rely on metacognitive learning strategies to learn English vocabulary, and all participants seem to have no problems with high- and mid-frequency words. Our relationship tests also suggest that the increase in using the metacognitive strategy is likely to enhance vocabulary knowledge among our participants. These results together are thought to provide useful insights to language learning theories in general and to Saudi teachers and policymakers in particular about how they can help students overcome challenges associated with their vocabulary learning strategies and vocabulary size.

Enhancing students’ engagement in science via metacognitive learning strategy

The study investigated the effects of Metacognitive Learning Strategy (MLS) onstudents’ engagement in science of MalinaoHigh School, Malinao, Banisilan, Cotabato, Philippines. A quasi-experimental research design involving two intact groups of Grade 7 students exposed to MLS and non- MLS was utilized. An adopted questionnaire was used to determine students’ engagement. Independent t-test was used todetermine significant difference of students’ learning engagement between groups. Findings of the study revealed that cognitive and affective engagement of bothgroups manifested students are very much engaged in learning science, however, engagement of students in MLS was significantly higher than thosein the non-MLS class. Metacognitive Learning Strategies may be employed to enhance students’ engagement in science classes.

Effect of metacognitive learning strategies on English language performance among students in Kenya

The study investigated the effect of metacognitive learning strategies on academic performance in English language among students in public secondary schools in Kenya. The study adopted Solomon four-group experimental design. The participants comprised 283 Grade 11 students from four public secondary schools. The study utilised a modified standardised metacognitive learning strategy questionnaire (MLSQ) to measure the use of metacognitive learning strategies by students in English language. Cronbach's alpha (α) was computed to investigate the internal consistency of the questionnaire and the overall reliability coefficient of α = 0.827 was reported. The findings is that there is significant difference between experimental group posttest scores (Group-3) and control group posttest scores (Group-4), t(53) = -8.095 (p < .05). The conclusion is that metacognitive learning strategies are effective in enhancing student's academic performance in English language. Teachers of English language should therefore utilise metacognitive learning strategy during instruction in schools.

A Study on Chinese Students’ At-home Online Learning Practice at a UK University

This study explores Chinese university students’ online learning practice during the at-home online learning period and the factors driving their learning practice. Based on the data collected from semi-structured interviews with eight postgraduate students at a UK university, I found that Chinese students prefer self-directed learning and collaborative learning through social media. Lack of metacognitive skills and deep roots in Chinese collective culture drive them to learn in these two ways. I advocate a) that students should learn and employ metacognitive learning strategies and b) that teachers should provide students with more flexible and appropriate learning materials from various platforms.