Level Of Metacognitive Skills Research Articles

Metacognitive Skills Effect Towards Development of Scientific Temper of Prospective Teachers

Scientific temper is a critical attribute that fosters an individual's ability to think critically, evaluate evidence, and approach problems systematically. In the context of education, prospective teachers play a vital role in shaping the scientific temper of future generations. The study intended to explore the influence of metacognitive skills on the development of Scientific temper of prospective teachers. The descriptive survey design has been employed to investigate the effect of Metacognitive Skills on the Scientific Temper of prospective teachers. Meta-Cognitive Skills Scale (Madhu Gupta and Suman) and Scientific Temper Inventory (K.S. Misra) have been used to measure metacognitive skills and scientific temper of 82 B.Ed. students studying in the Unity College of Teacher Education, Dimapur, Nagaland. The hypothesis of the study stated as “The distribution of Scientific Temper is the same across categories of Metacognitive skill levels”. Kruskal-Wallis Test has been administered to test the hypothesis using SPSS software. The null hypothesis rejected and confirmed that there is significant effect of Metacognitive skills of prospective teachers on their Scientific Temper.

Performance assessment: Improving metacognitive ability in mathematics learning

This study aims to examine the improvement of metacognitive abilities in learning mathematics through a variety of formative assessments. The study applied an experimental approach with a pre- and post-tests control group design. Six classes of students were chosen by cluster random sampling as the sample, with two classes serve as the experimental group with performance assessments, two classes serve as the comparison group with essay assessments and two additional classes serve as the control group with multiple choice assessments. The instrument to measure metacognitive ability was developed specifically for the pre-and post-tests. The gain score was analyzed using a one-way ANOVA and continued with the Scheffe test. The study discovered that students who participated in learning with formative assessments of performance showed the highest levels of metacognitive skills followed by those who participated in learning with formative assessments of essays and those who participated in learning with formative assessments of multiple-choice questions came in third. These findings lead to the conclusion that formative assessment of performance has a positive effect on improving metacognitive abilities. According to the characteristics of learning mathematics, this situation might happen because the performance evaluation includes activities that are difficult, comprehensive and associated with daily life. In addition, performance assessment also has intrinsic value because it requires students to organize and present material in their own way. It is recommended that mathematics teachers use formative performance assessments in order to enhance cognitive capacities.

MALL integrated with metacognitive skills to promote preservice English teachers’ intercultural communicative competence

Utilizing mobile phones for education, particularly in mobile-assisted language learning (MALL), enhances comprehensive learning, intercultural communication, and metacognitive skill development among preservice teachers. This approach fosters the acquisition of intercultural communicative competence (ICC). Therefore, this study aims to investigate the effect of MALL integrated with metacognitive skills to promote preservice English teachers’ ICC. This pre-experimental study with one group design involved 28 preservice English teachers at a university in Mataram, Indonesia. The ICC and metacognitive questionnaires were utilized to collect the data, and the collected data were analyzed using descriptive and inferential statistical analysis using IBM SPSS devices. The results show that MALL helped preservice English teachers become autonomous learners and actively engage in self-regulating their cognitive abilities to think critically, adapt, and interact within diverse cultural contexts. MALL integrated with metacognitive skills significantly affected preservice teachers’ ICC, and the level of metacognitive skills influenced the success of improving their ICC. The implication of MALL can delve into the pedagogical approaches and design principles that optimize MALL interventions within mobile learning environments.

Hubungan Antara Keterampilan Metakognitif dengan Keterampilan Proses Sains Siswa Kelas IV SDN 15 Singkawang

This study aims: 1) To describe the Metacognitive Skills of fourth grade students at SD 15 Singkawang. 2) To describe the Science Process Skills of grade IV students at SD 15 Singkawang. 3) To describe the relationship between Metacognitive Skills and Science Process Skills for fourth grade students at SD 15 Singkawang. This type of research is correlation research with a quantitative approach. The research population is class IV students at SDN 15 Singkawang. The sampling technique in this study was a purposive sampling technique. The sample in this research was class IV students at SDN 15 Singkawang, where the sample size was 26 students. The data collection technique in this study was based on test and non-test techniques, namely using the Science Process Skills questions with the material properties of light and the Metacognitive Skills questionnaire. The data analysis techniques used are the Prerequisite Test and Linearity Test. The research results show that, 1) The level of metacognitive skills is relatively high based on the overall average calculation of 71.22. 2) The level of students' science process skills is quite good with an average of 64.07. 3) There is a significant relationship between metacognitive skills and Science Process Skills for grade IV SDN 15 Singkawang with a determinant coefficient of 29.16%, t count of 3.14, and a correlation coefficient value (rs) of 0.54. Thus it can be concluded that for the level of Science Process Skills it is quite good while for Metacognitive Skills it is classified as moderate.

Strategic Learning and Metacognitive Skills in Mathematics of The Bachelor of Industrial Technology at A University in Roxas City, Capiz

Students frequently believe that mathematics is a challenging subject to learn. The learners must have the necessary skills to study the material quickly as a result. The idea that learners can select various methods for completing particular tasks is implied frequently by the term "strategic learning skills". This strategy can help students develop their critical-thinking and artistic abilities in the classroom. The investigation aims to determine the level of strategic learning skills of students that affect their level of metacognitive skills in Mathematics. The study used the survey-correlational method of research in gathering data. The participants of this study were the 158 BS in Industrial Technology second-year students, officially enrolled in Capiz State University – Main Campus randomly selected using stratified sampling. Data were gathered using a 50-item researcher-made Strategic Learning Skills Questionnaire and a 35-item standardized Metacognitive Skills Questionnaire. Frequency count, percentage, mean, standard deviation, One-way ANOVA, and Pearson r were used as statistical tools. Inferential tests were at the alpha level of significance set at 0.05. Findings revealed that the level of strategic learning skills of the second-year learners of the BS in Industrial Technology was “high”. In consonance, the level of their metacognitive skills in Mathematics was “evident”. These led to the conclusion that there were no appreciable differences in the metacognitive abilities among the strategic learning skill levels of the second-year BS in Industrial Technology learners. There was no connection between the second-year students of BS in Industrial Technology's strategic learning and metacognitive skills in Mathematics.

Understanding the Relationship between Grade X Students’ Metacognitive Skills and Mathematics Performance: A Correlational Study.

Although it has always been a required core subject in Bhutanese schools, underachievement in mathematics regularly shows that the requirement has very little impact on students. This study aims to examine the relationship between mathematics performance and metacognitive skills in grade X students. This study used 347 grade X students (M = 162, F = 185) from one of the schools in Sarpang Dzongkhag and a correlational survey design. The level of students' metacognitive skills was evaluated using the modified Metacognitive Awareness Inventory (MAI), whilst their mathematics performance was evaluated using the Mathematics Performance Test (MPT). Students in grade X were found to have high level of metacognitive skills (M= 3.54, SD=.42). While the correlational analysis showed a weak but significant positive correlation (r =.133, p ≤ .05) between students' metacognitive skills and mathematics performance. The outcome also showed that students' metacognitive skills are a statistically significant predictor of their mathematics performance. The findings of the study indicated that metacognition be taken into account to aid students' learning of mathematics.

STUDENTS' METACOGNITIVE SKILLS AND CRITICAL READING SKILLS OF KOREAN TEXTS: HOW DO THEY CORRELATE?

Metacognitive skills are considered a pivotal modal for students to develop critical literacy, especially in reading activities, as part of the main goals of 21st-century language education. These skills also help the students succeed in their learning process because they involve the ability to evaluate one's capacity and achievement in learning. Although much research has been initiated, Korean as a foreign language (KFL) student is little known. To fill the void, this ongoing study investigates the level of metacognitive skills in reading among Indonesian undergraduate students majoring in Korean language education. Employing a descriptive quantitative approach, the researchers distributed a questionnaire and interview on students’ metacognitive skills in critical reading. What about items about critical reading skills? It also turned out you have interview data. please include here in the abstract. The data were analyzed, focusing on the mean scores and percentages to get the main points of the student's responses and how students apply their metacognitive skills in critical reading. The results showed that as many as 75% of students had a moderate level of metacognitive skills, and only 5.5% had a high level of metacognitive skills. This shows that students' metacognitive abilities still need to be improved. Of the eight indicators measured, the ability in time management shows a low value. Meanwhile, the ability to implement strategies shows a high value. It can be concluded that students still have to improve their metacognitive skills in critical reading, especially in time management.

Особенности восприятия онлайн-обучения в период пандемии COVID-19 подростками и учителями общеобразовательной школы

<p>The article presents the results of the research project: "Education under COVID-19", implemented by the Center for Interdisciplinary Research of Contemporary Childhood in Moscow State University of Psychology and Education. The research was conducted from October 2020 till January 2021. The main goal of the project was to identify the specific features of adolescents’ and secondary school teachers’ perception of online learning under the pandemic. 141 adolescents and 91 secondary school teachers from different regions of the Russian Federation participated in the research. According to the data, despite facing certain challenges, the majority of adolescents regard online learning either in neutral, or in positive light. Adolescents with high levels of metacognitive skills were the most efficient in adapting to online learning. In contrast with adolescents, most teachers assess online learning negatively. The authors of the paper consider opposing online and offline education as the least efficient strategy. They stress the need of overcoming the dichotomy and emphasize the role of child-adult interactions that can be organized in face-to-face, distant and hybrid learning formats.</p>

A Study of Correlation between Metacognitive Strategy, Self-Efficacy and Arabic Achievements of University Level Students in Malaysian Public Universities

This study investigated the correlation of metacognitive strategies, self-efficacy and academic performance of university-level Arabic learners. A total of 317 university level Arabic learners from Year 1 to Year 4 participated in this study. The quantitative research approach was utilised by using Motivated Strategies for Learning Questionnaire (MSLQ) and the Self-Regulated Online Learning Questionnaire (SOL-Q) as instrument of the study. SPSS analysis of the data indicated a high level of metacognitive skills and self-efficacy. Metacognitive skills and self-efficacy correlated with each other significantly predicted academic performance. Subsequent data analysis also yielded a significant difference in metacognitive strategies and self-efficacy beliefs among Year 1, Year 2, Year 3, and Year 4 learners. The implications of the results for language learning and educational practice are discussed.

Evaluation of Metacognitive Skill Level Among Pre-service Biology Teacher on Microbiology Learning

The 21st century skills that must be possessed by pre-service biology teachers is metacognitive skills. Metacognition refers to a person's abilities about his cognition and everything related. This descriptive study aims to describe the level of metacognitive skills of pre-service biology teachers. The data collection procedure was carried out by a metacognitive skill rubric that integrated with essay test. The subjects of this study were 70 of pre-service biology teacher at Universitas Islam Negeri Mataram in the 2021/2022 academic year. The research data were analyzed descriptively by determining the percentage of metacognitive skill levels. The results showed that the mean level of pre-service biology teachers’ metacognitive skills was “starting to develop” (44.35). The pre-service teachers with “have so developed category” occupies the highest percentage (41%), while the lowest percentage is occupied by the category of “still very risky” and “very well developed” with a percentage 6% of each

The Level of Metacognitive Skills among Secondary School Students during the Exceptional School Period in Algeria in Light of the Corona Pandemic

The current study aims to examine the metacognitive skills of a sample of third-year school students in the region of Meftah in Blida during the 2020/2021 academic season. Coinciding with the activation of the exceptional academic time approved by the Ministry of National Education in parallel with the imposition of the health protocol in educational institutions during the Corona pandemic in Algeria where the descriptive approach was adopted by a simple random sample of 150 male and female students with the employment of metacognitive skills scale by Ali Fares. After statistical treatment of the data collected by the SPSS-V22 program, we interpreted the results in light of the findings of previous studies. The study concluded that there is a low level of metacognitive skills among the respondents, with statistically significant differences in the level of metacognition skills according to the variable of the school time pattern (morning and evening) in favor of the schooled pupils in the morning, and the study finally culminated with practical proposals.

Interpersonal Adaptation, Self-Efficacy, and Metacognitive Skills in Italian Adolescents with Specific Learning Disorders: A Cross-Sectional Study.

This study aimed to explore interpersonal adaptation, generalized self-efficacy, and metacognitive skills in a sample of Italian adolescents with and without a specific learning disorder (SLD). A total of 564 secondary and high school students (males = 236; females = 328; age range: 11–19; M = 16.14, SD = 1.70) completed a set of standardized tests assessing social and interpersonal skills (non-affirmation, impulsiveness, narcissism, social preoccupation, and stress in social situations), general self-efficacy, and metacognition. Students with SLD reported a lower interpersonal adaptation than students without SLD. Furthermore, students with SLD were more impulsive and had more problems handling social situations. They also reported lower levels of self-efficacy but higher metacognition scores than peers without SLD. The use of compensatory tools was associated with better interpersonal skills and higher levels of self-efficacy in students with SLD. Finally, using these instruments is predictive of high levels of metacognitive skills in adolescents with SLD. In line with the previous literature, this study showed the presence of a gap between adolescents with and without an SLD in terms of interpersonal adaptation, general self-efficacy, and metacognitive skills in the school context. Further studies are needed on the psychological well-being of adolescents with SLD and especially on the protective role of personal, social, and environmental characteristics.

The Mediating Effect of Academic Motivation on the Relationship between Metacognitive Skills, Students Attitudes and Beliefs toward Mathematics

This study determined the mediating effect of academic motivation on the relationship between metacognitive skills, student attitudes and beliefs toward mathematics in selected colleges, particularly Davao del Norte. The study adopted a quantitative non-experimental correlational descriptive survey design with a sample of 339 first-year college students. Sets of adapted survey questionnaires were used in this study to obtain data from the respondents subjected for content validity and reliability analysis. The data were analyzed using the Mean, Pearson-r, Multiple Regression Analysis, and Medgraph using the Sobel z-test. The results revealed that in first-year college students; levels of academic motivation, metacognitive skills, attitude and beliefs are evident most of the time. Moreover, a significant relationship existed between these variables. The mediation of academic motivation on the relationship between metacognitive skills, students’ attitudes and beliefs towards the mathematics of first-year college in a selected institution was proven in the study

Metacognitive monitoring and metacognitive strategies of gifted and average children on dealing with deductive reasoning task.

In this paper, we inquire into possible differences between children with exceptionally high intellectual abilities and their average peers as regards metacognitive monitoring and related metacognitive strategies. The question whether gifted children surpass their typically developing peers not only in the intellectual abilities, but also in their level of metacognitive skills, has not been convincingly answered so far. We sought to examine the indicators of metacognitive behavior by means of eye-tracking technology and to compare these findings with the participants’ subjective confidence ratings. Eye-movement data of gifted and average students attending final grades of primary school (4th and 5th grades) were recorded while they dealt with a deductive reasoning task, and four metrics supposed to bear on metacognitive skills, namely the overall trial duration, mean fixation duration, number of regressions and normalized gaze transition entropy, were analyzed. No significant differences between gifted and average children were found in the normalized gaze transition entropy, in mean fixation duration, nor - after controlling for the trial duration – in number of regressions. Both groups of children differed in the time devoted to solving the task. Both groups significantly differed in the association between time devoted to the task and the participants’ subjective confidence rating, where only the gifted children tended to devote more time when they felt less confident. Several implications of these findings are discussed.

A STUDY OF METACOGNITIVE SKILLS AMONG SENIOR SECONDARY STUDENTS IN RELATION TO SUBJECT STREAM AND VARIOUS DEMOGRAPHICS

The aim behind present experimental study is to perform detailed investigation to draw inference/ regarding levels of Metacognitive skills in; Senior Secondary Students of respective subject streams, i.e., Science, Humanities and Commerce. ; and few specific Demographics. Samples were collected from Senior Secondary Class Students available in various schools under educational boards such as Central Board of Secondary Education (CBSE) and Uttar Pradesh Madhyamik Shiksha Parishad (UPMSP) in Aligarh district, UP. Among plenty of Schools (Government and Private) available in the district sampling was done considering impact of specific demographics considered in study. Through random sampling, specific numbers of students were selected considering the ratio despite of the strength of respective stream. 500 senior secondary students comprising 254 boys and 246 girls belonging to Science, Humanities and Commerce stream were selected. The metacognitive skill scale developed by Madhu Gupta and Suman, (2017) used for collection of the data. To compare the different groups and to see the significant difference between groups Mean, Standard Deviation (S.D.) t-test and Analysis of Variance (ANOVA) were calculated with the help of Statistical Package for the Social Sciences (SPSS). The finding of the study revealed that there exist no significant difference in metacognitive skills of students based on Gender, i.e, in Boys and Girls, but there exists significant difference in metacognitive skills of senior secondary students on the bases of their stream selection (Science, Humanities and Commerce), habitat (Rural and Urban), board (UPMSP and CBSE) and types of schools (Government and Private).

MOTIVATION FOR ACADEMIC ACHIEVEMENT AND ITS RELATIONSHIP TO THE METACOGNITIVE THINKING SKILLS AMONG HIGH SCHOOL STUDENTS IN THE SUBURBS OF JERUSALEM

Purpose of the study: This study aims to identify the degree of Motivation for Academic Achievement and its Relationship to the Metacognitive Thinking Skills among High School Students in the suburbs of Jerusalem.
 Methodology and research methods: To achieve the objectives of this study, the relational descriptive approach was adopted. The sample of this study included (380) high school students (male and female). Data was obtained, analyzed, and processed statistically.
 Results: The findings suggested that there were statistically significant differences in the means of the motivation for academic achievement due to gender in favor of females. The results also showed that there were no statistically significant differences at the level of significance (α ≤ 0.05) in the means of the metacognitive thinking skills among high school students due to gender, an average of the former class, or father-mother's educational qualification. Moreover, the results revealed that there was a correlation between the motivation for academic achievement and metacognitive thinking skills.
 Scientific novelty: It is clear that metacognitive thinking skills improve the degree of motivation for academic achievement by increasing the capacities of the students to learn and grow their learning motivation. it is considered a strong indicator of academic success. Students with metacognitive thinking skills achieve better academic achievement compared to students who have a lower level of metacognitive thinking skills.
 Practical significance: The importance of this study is expressed in the significance of the issue under consideration, as awareness of metacognitive thinking skills increases the capacity to handle and use them in various educational situations.

Metacognitive Awareness and Knowledge Acquisition Approaches among Colleges of Education Students in Nigeria

Recently, scholars in education and psychology have been conducting various researches on how best college students acquire knowledge and academically succeed. This study examines the relationship between metacognitive awareness skills and the dimensions of knowledge acquisition approaches among pre-service teachers in Colleges of Education. In this quantitative study, a total of 500 pre-service teachers participated in the study comprising of, 280 males and 220 females, studying in Colleges of Education in North-West geo-political region of Nigeria. Descriptive statistics and Pearson correlation was employed for data analysis of the study. The descriptive result showed that majority of the pre-service teachers are employing surface knowledge acquisition approach and majority fall in the low level of metacognitive awareness skills. However, inferential statistics revealed a significant and positive relationship between metacognitive awareness, and deep knowledge acquisition approach, but a significant and negative relationship, with surface knowledge acquisition approach. Theoretical and practical implications of the study, as well as recommendations for future research, were presented as well.

درجة دمج مهارات التفکیر فوق المعرفی فی محتوى البرامج الإثرائیة لموهوبی الصف الأول المتوسط فی المملکة العربیة السعودیة The degree of integrating metacognitive thinking skills in the content of enrichment programs for talents of the first intermediate grade in Saudi Arabia

هدفت الدراسة الحالية إلى التعرف على مهارات التفکير فوق المعرفي من وجهة نظر الخبراء والکشف عن مستوى دمج مهارات التفکير فوق المعرفي في مقرر العلوم الصف الأول المتوسط، ويهدف أيضا إلى الکشف عن مستوى دمج مهارات التفکير فوق المعرفي في مقرر العلوم المدعم، کما هدف إلى التعرف على الفروق بين مستويات دمج مهارات التفکير فوق المعرفي لمقرر العلوم ومقرر العلوم المدعم، وتکونت عينة الدراسة الوحدة الثالثة من مقرري العلوم والعلوم المدعم. وتم استخدام استبيان لمهارات التفکير فوق المعرفي من إعداد الباحثة، أظهرت النتائج مهارات التفکير فوق المعرفي تشتمل على ثلاث مهارات وهي التخطيط، والمراقبة والتحکم والتقييم، کما توصلت الى دمج بمستوى عال من مهارات التفکير فوق المعرفي في کلا المقررين، ووجود فروق ذات دلالة إحصائية لدمج مهارات التفکير فوق المعرفي في کلا المقررين، واختتمت الدراسة بتوصيات أهمها: إجراء مزيد من البحوث والدراسات التي تستهدف مهارات التفکير فوق المعرفي في فصول الموهبة، وإجراء دراسة لمعرفة واقع دمج مهارات التفکير فوق المعرفي في البرامج الاثرائية لموهوبي المرحلة المتوسطة عن بعد من وجهه نظر المعلمين والمشرفيين التربويين The present study aimed to identify the skills of metacognitive thinking from the point of view of experts and to disclose the level of integration of the skills of supra-cognitive thinking in the first intermediate science course, and it also aims to reveal the level of integration of the skills of supra-cognitive thinking in the supported science course Identifying the differences between the levels of combining metacognitive thinking skills for the science course and the supported science course, and the study sample for the third unit was from the science and science-supported curriculum, and a questionnaire for metacognitive thinking skills prepared by the researcher was used, and the results showed the metacognitive thinking skills that include Three skills: planning, monitoring, control, and evaluation. It also reached an integration of a high level of metacognitive thinking skills in both courses. The study concluded with recommendations, the most important of which are: Conducting more research and studies targeting metacognitive thinking skills in talent classes, And a study to know the reality of integrating the skills of supra-cognitive thinking in the enrichment programs of talented middle school students remotely from the point of view of teachers, supervisors and educators.

Özel Yetenekli Öğrencilerin Matematik Öğretimi Sürecinde Üstbilişsel Bilgi ve Becerilerinin İncelenmesi

Gifted students can choose the most appropriate strategy, organize environmental factors to achieve their goals. And these students can check whether they have achieved their goals at the end of the learning process. These characteristics are associated with the concept of metacognition. Students who have high level of metacognition skills, use different strategies in their learning processes. They control the process by deciding which strategy will be appropriate in which situation. The aim of this study is to examine the development of metacognitive processes of gifted students by teaching metacognition in the subject of complex numbers. The method of the study is case study. The study group consists of 3 gifted students studying at BILSEM. In this study,12 week application process was carried out by one of the researchers. In the study, metacognitive knowledge and skills of gifted students were examined with activities related to complex numbers. The examination of the development of metacognitive knowledge and skill levels of gifted students was carried out with interview questions after the activities. The data were evaluated based on the analysis framework created by using the studies on metacognition. Students’ conditional knowledge sub-component was obseerved as the lowest level of knowledge of cognition components. It was observed that the levels of sub-components for the regulation of cognition component were higher than planning. A longer application for metacognition teaching to provide the possibility of showing the sequence of metacognitive activities.

Transfer of metacognitive skills in self-regulated learning: an experimental training study

Training interventions for self-regulated learning foster the use of strategies and skills as well as their transfer to new learning tasks. Because cognitive strategies or motivation regulation strategies are task-specific, their transfer is limited. In contrast, metacognitive skills are task-general and transferable to a wide variety of learning tasks. Questions arise, therefore, as to whether students transfer metacognitive skills spontaneously and how to support metacognitive skill transfer. Previous research shows that hybrid training, which addresses both metacognitive skills and cognitive strategies, supports near transfer. However, it is not clear whether hybrid training also fosters far transfer of metacognitive skills. In investigating this research question, 233 fifth-grade students were randomly assigned to six different conditions: two hybrid-training conditions (metacognitive skills and one out of two cognitive strategies), two non-hybrid training conditions (“only” one out of two cognitive strategies), and two control training conditions (neither metacognitive skills nor cognitive strategies). After 15 weeks of training, transfer of metacognitive skills to learning tasks similar to training tasks (near transfer) was tested. In the following 15 weeks, all students received a second, non-hybrid training involving a new cognitive strategy. Far transfer of metacognitive skills to the new cognitive strategy was tested afterward. The results show that hybrid training, compared to non-hybrid and control training, improved both students’ near and far transfer of metacognitive skills. Moreover, cognitive strategy use increased in at least one of the hybrid-training conditions. However, since the level of metacognitive skills use remained low, further means to support transfer are discussed.