Role Of Metacognitive Strategies Research Articles

Analysis of Metacognitive Awareness in Relation to Achievement in Mathematics in Secondary School Students

cognition, defined as "thinking about one's own thinking," encompasses reflection on knowledge and self-regulation of learning processes, both integral to learning and development. This study examines the impact of metacognition on mathematics achievement among secondary school students. Using a combination of descriptive surveys and comparative correlation methods, we investigated the relationship between metacognition and mathematics achievement in a sample of 100 secondary science students selected randomly. Data were collected using the Cognitive Awareness Inventory developed by Schraw and Dennison (1994), which assesses various aspects of metacognitive awareness. Our findings indicate a significant positive correlation between metacognition and mathematics achievement. Furthermore, gender was found to have no significant impact on mathematics achievement in terms of metacognitive awareness. These results contribute to our understanding of the importance of metacognition in academic achievement, particularly in the context of mathematics education. Educators and policymakers may benefit from considering the role of metacognitive strategies in promoting student success in mathematic.

The Role of Metacognitive Strategies in Academic Writing Skills in Higher Education

Many students still experience difficulty with academic writing as part of meeting their academic demands. The purpose of this study was to test the validity of the metacognitive writing strategy instrument and to test the effectiveness of metacognitive writing strategies in improving academic writing skills in tertiary institutions. In total, 500 students from three universities in West Java, Indonesia participated in this study. The method used in this research was factorial design analysis. Confirmatory factor analysis was used to answer the problem formulation. The data collection instruments used were the metacognitive academic writing strategy questionnaire and academic writing tests on several topics. The research findings show that, first, the questionnaire instrument using metacognitive strategies in the writing process was proven to be valid because it was able to assess the students’ metacognitive awareness. Second, metacognitive strategies make a significant contribution to the students’ academic writing abilities. Metacognitive strategies act as high level constructs and positive correlations were found between the dimensions of the strategies. The dimensions of metacognition found to correlate with and contribute to one another were the declarative, procedural, conditional, planning, monitoring, evaluation, information management, and debugging strategies. From the comparison of the proposed models, the second model (the eight-component correlation model) was determined to be better at improving academic writing ability than the first model. The second model described all components as significantly contributing more comprehensively than the first model. This research concludes with the implication that academic writing ability can be improved by increasing students’ metacognitive awareness and reflective abilities in relation to their own writing process.

Assessing students' metacognitive strategies in e-learning and their role in academic performance

The presence of e-learning as a new way of learning in the education system has attracted the interest of researchers worldwide. Nowadays, higher education still uses the e-learning system as a part of the learning method. The important issue in E-learning is how to promote academic performance. Metacognition theory argued that academic performance is determined by students’ metacognitive skills. Through metacognitive skills, students set their own goals, learning, monitoring, and evaluating in e-learning. Less is, however, known about how students involve metacognitive strategies in e-learning in the Indonesian context. Also, there is a scarcity of empirical evidence about the role of metacognitive strategies on academic performance in the Indonesian context. The purpose of this study is to assess students' metacognitive strategies and their impact on academic performance (i.e., engagement and achievement) in the e-learning context. One hundred and fifty students participated in the present study. Descriptive statistics and structural equation modeling were performed for data analysis. The result of this study revealed that students have high skills in metacognitive strategies in e-learning. Our study suggested that metacognitive strategies for self-regulated learning were found to be significantly associated with achievement and engagement in e-learning. In comparison, metacognitive for time and environment was only significantly associated with students' engagement but not with achievements. The contribution of this study to academic practice was explored.

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.

Role of metacognitive strategies in professional activities among military students

Introduction. Metacognition is a complex social cognitive model and scholars tend to agree that it is important to study the various aspects of the phenomenon, including self-regulation processes. Capacity to acquire new abilities or skills, or modifying behaviour by accepting the riskiness associated with duties is significant for military students. In forging their self-regulation, individuals contribute to social competence and social navigation that are important for military professions. Specifically, military leaders must deal with the added complexity of strategy and have a low degree of autonomy. The aim of the current study is to analyse relations between metacognitive indicators and self-regulation among military students. Materials and methods. 180 male students between the ages of 19 and 24 were recruited from a military institution (Russia). The research design included two steps. Firstly, the impact of metacognitive strategies on self-regulation among military students was studied by using multiple regression analysis. Secondly, the study involved two comparable groups of participants with high and middle levels of self-regulation (Type of Self-Regulatory Behaviours Test). In order to measure metacognitive strategies among military students, a number of diagnostic methods were applied: Individual Reflexivity Measure, Metacognitive Awareness Inventory, Self-report of Metacognitive Knowledge and Activity. Correlations between metacognitive parameters were calculated within each group of participants. Results. The study found multiple correlations between metacognitive strategies and self-regulation. Four primary metacognitive strategies were identified which contribute to self-regulation behaviour among military students. Specifically, the only parameter of metacognitive awareness of activity correlated positively with self-regulation variations (0,46), while the reflexivity component had the most negative contribution (-0,61). Scores for structure organization increased with the level of self-regulation among military students (p<0,05). Discussion and conclusion. One of the most important competencies for military education is self-regulation, which promotes externally oriented behaviour in military students. Acquiring new abilities or skills, or modifying habits by accepting the social complexity becomes progressively more significant for man in military professions. The current study sought to obtain a deeper understanding of the impact of metacognitive strategies on self-regulation in order to integrate metacognition components into an educational environment. The relationship between metacognitive strategies and the self-regulation scale among military students has an organized structure, which generally indicates the integration of this process during their study at military institutions.

What I know and what you know: The role of metacognitive strategies in preschoolers’ selective social learning

The mechanisms which guide selective learning in young children have been a source of debate. Two experiments were conducted to identify which cognitive processes are involved in selective social learning in preschoolers. In experiment 1, we administered a paired-associate learning task, and collected accuracy and latency of explicit confidence judgments, measuring both implicit and explicit metacognitive monitoring. Results revealed that better implicit metacognitive monitoring predicted better performance on a selective learning task. In experiment 2, we obtained a parental report of children’s theory of mind skills (CSUS) and administered an information-seeking task, measuring implicit metacognitive control. Results revealed that both scores on the metacognitive control task and on the theory of mind questionnaire significantly predicted selective learning performance. These studies provide evidence of an association between preschoolers’ selective learning and implicit metacognitive strategies, but also suggest that explicit metacognitive learning strategies may guide selective learning later in development.

A strategy-based model of metacognitive awareness in reading

This article discusses the role of metacognitive strategies in developing students` reading skills and analyses the level of teachers` and students` awareness about them using local universities syllabus of English lessons. Deciding the university curriculum does not particularly intend to apply these strategies, the author presents a model of raising metacognitive awareness in reading. According to this three-step model, readers are recommended to first set up macrostrure (which includes text organization and discourse of the material), then evaluate the requirement of the task and finally, choose a strategy accordingly (reading for general idea, reading for specific details).

Integrated Practice of Metacognitive Strategies And Second Language Writing

Writing is a cardinal skill for effective communication practised extensively from primary education, but the students are not exhibiting adequate writing proficiency in their higher education and at their workplace. This experimental study focuses on enhancing the students’ writing skills by promoting metacognitive strategies in the classroom. The participants of this study are 51 pre-final year Diploma students belonging to the Department of Instrumentation and Control Engineering of an autonomous polytechnic institute in Tamil Nadu. The teacher-researcher has facilitated students’ cognizance with metacognitive strategies employed in the writing tasks administered during the course. The results have exhibited improvement apropos of coherence and unity in the students’ writing skill. It implies the indispensable role of metacognitive strategies in developing the capacity of the learners’ strategic thinking and guiding them to plan, progress, and process their writing into a coherent text.

Kształcenie rozumienia tekstu pisanego u dzieci w wieku wczesnoszkolnym. Wybrane zagadnienia

Reading is a complex and difficult cognitive activity which involves acquiring reading comprehension skills. The teacher’s task is to support students in this process. The article analyses selected opportunities how it can be done. An interesting area investigated by psychologists is the role of working memory in the effectiveness of reading. While there is agreement on the existence of such a dependence, there is no certainty that it is possible to shape it and if so, to what extent. The second task the teacher has to face is to present various strategies helpful in reading comprehension. While the strategies mentioned in this text are the subject of considerations of many authors, the role of metacognitive strategies is worth paying attention to. Supporting the ability to control own learning process, organisation of this process and evaluation of the obtained results, refers not only to learning reading, but also to the quality of learning in general. The last factor necessary for reading comprehension raised in this text is motivation. Developing motivation to read is not an easy task, but it can be achieved in many different ways.

The use of metacognitive strategies by Chinese PhD students of social sciences in Australian universities

Compared with school and undergraduate courses, a PhD program has more unstructured and negotiable curricula. To better understand the learning processes of doctoral candidates, this study examined the use of metacognitive strategies (as one of three types of learning strategy) by six Chinese PhD students of social sciences studying in Australian universities using the narrative inquiry method which was comprised of three interviews over two years. The study shows that the students adopted a range of metacognitive strategies to improve their learning efficiency and to facilitate the development of their research competence — planning, monitoring and evaluating. The findings provide additional evidence for the significant role of metacognitive strategies in timely completion of doctoral theses, support the contextual rather than cultural explanations for Chinese students’ learning styles observed in Western universities, and highlight the critical role of metacognitive strategies in PhD students’ development as researchers. The implications of the findings for both PhD students and universities are also discussed.

The Role of Metacognitive Strategies in Learning Music: A Multiple Case Study

The positive role of metacognition in music learning and practice is well assessed, but the role of musicians’ metacognitive skills in such a context is not yet clear. Teachers often state that they apply a metacognitive approach during their lessons, but students fail to acknowledge it and report that they become metacognitive learners thanks to their own practice. In this multiple case observational study the spontaneous metacognitive behaviour of a teacher during four piano lessons with expert and novice students was analysed. Data supported the notion that teachers use metacognitive strategies during their teaching practice, but students are not aware of this because a metacognitive focus on strategies, as well as a strong emphasis on monitoring, appears to be lacking. Teachers are also able to differentiate their teaching behaviour between expert and novice students. Students’ age, however, affects teachers’ behaviour more deeply than expertise. Implications for music education are discussed, highlighting the main issues that can be derived from the results and how they can be effectively used to enhance professional development and improve practice in music education.

The Role of Metacognitive Strategies on Persian Students’ Vocabulary Learning

The Role of Metacognitive Strategies on Persian Students’ Vocabulary Learning