“Metacognitive Reading Strategies and Its Relationship with English Achieveme...inventionjournals
This paper focuses on study of Metacognitive Reading Strategy in relation to English achievement. The research was carried out in Raipur city on a sample of 456 IX standard students. Metacognitive Awareness of Reading Strategies Inventory (MARSI) by Kouider Mokhtari and Carla Reichard was used for the present study. The research findings revealed that there is positive and high relationship between Global Reading Strategy, Problem Solving strategy, Support Reading Strategy and English Achievement of students. It is also found that there is significant difference between Metacognitive Reading Strategies of Boys and Girls but there is no significant difference between Global Reading Strategy of Boys and Girls. It is also found that there is significant difference between Problem Solving Strategy and Support Reading Strategy of Boys and Girls.
“Metacognitive Reading Strategies and Its Relationship with English Achieveme...inventionjournals
This paper focuses on study of Metacognitive Reading Strategy in relation to English achievement. The research was carried out in Raipur city on a sample of 456 IX standard students. Metacognitive Awareness of Reading Strategies Inventory (MARSI) by Kouider Mokhtari and Carla Reichard was used for the present study. The research findings revealed that there is positive and high relationship between Global Reading Strategy, Problem Solving strategy, Support Reading Strategy and English Achievement of students. It is also found that there is significant difference between Metacognitive Reading Strategies of Boys and Girls but there is no significant difference between Global Reading Strategy of Boys and Girls. It is also found that there is significant difference between Problem Solving Strategy and Support Reading Strategy of Boys and Girls.
"Metacognition" is one of the latest buzz words in educational psychology, but what exactly is metacognition? The length and abstract nature of the word makes it sound intimidating, yet its not as daunting a concept as it might seem. We engage in metacognitive activities everyday. Metacognition enables us to be successful learners, and has been associated with intelligence . Metacognition refers to higher order thinking which involves active control over the cognitive processes engaged in learning. Activities such as planning how to approach a given learning task, monitoring comprehension, and evaluating progress toward the completion of a task are metacognitive in nature. Because metacognition plays a critical role in successful learning, it is important to study metacognitive activity and development to determine how students can be taught to better apply their cognitive resources through metacognitive control.
"Metacognition" is often simply defined as "thinking about thinking." In actuality, defining metacognition is not that simple. Although the term has been part of the vocabulary of educational psychologists for the last couple of decades, and the concept for as long as humans have been able to reflect on their cognitive experiences, there is much debate over exactly what metacognition is. One reason for this confusion is the fact that there are several terms currently used to describe the same basic phenomenon (e.g., self-regulation, executive control), or an aspect of that phenomenon (e.g., meta-memory), and these terms are often used interchangeably in the literature. While there are some distinctions between definitions , all emphasize the role of executive processes in the overseeing and regulation of cognitive processes.
The term "metacognition" is most often associated with John Flavell. According to Flavell, metacognition consists of both metacognitive knowledge and metacognitive experiences or regulation. Metacognitive knowledge refers to acquired knowledge about cognitive processes, knowledge that can be used to control cognitive processes. Flavell further divides metacognitive knowledge into three categories: knowledge of person variables, task variables and strategy variables.
Kendall's and Marzano's New Taxonomy pptMiakaBalino
Kendall's and Marzano's New taxonomy ............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................ ppt.
Unit 09 psychological testing Course code 0840 Educational psychology from ALLAMA IQBAL OPEN UNIVERSITY ISLAMABAD.
prepared by Ms. SAMAN BIBI & Mariam Rafique
"Metacognition" is one of the latest buzz words in educational psychology, but what exactly is metacognition? The length and abstract nature of the word makes it sound intimidating, yet its not as daunting a concept as it might seem. We engage in metacognitive activities everyday. Metacognition enables us to be successful learners, and has been associated with intelligence . Metacognition refers to higher order thinking which involves active control over the cognitive processes engaged in learning. Activities such as planning how to approach a given learning task, monitoring comprehension, and evaluating progress toward the completion of a task are metacognitive in nature. Because metacognition plays a critical role in successful learning, it is important to study metacognitive activity and development to determine how students can be taught to better apply their cognitive resources through metacognitive control.
"Metacognition" is often simply defined as "thinking about thinking." In actuality, defining metacognition is not that simple. Although the term has been part of the vocabulary of educational psychologists for the last couple of decades, and the concept for as long as humans have been able to reflect on their cognitive experiences, there is much debate over exactly what metacognition is. One reason for this confusion is the fact that there are several terms currently used to describe the same basic phenomenon (e.g., self-regulation, executive control), or an aspect of that phenomenon (e.g., meta-memory), and these terms are often used interchangeably in the literature. While there are some distinctions between definitions , all emphasize the role of executive processes in the overseeing and regulation of cognitive processes.
The term "metacognition" is most often associated with John Flavell. According to Flavell, metacognition consists of both metacognitive knowledge and metacognitive experiences or regulation. Metacognitive knowledge refers to acquired knowledge about cognitive processes, knowledge that can be used to control cognitive processes. Flavell further divides metacognitive knowledge into three categories: knowledge of person variables, task variables and strategy variables.
Kendall's and Marzano's New Taxonomy pptMiakaBalino
Kendall's and Marzano's New taxonomy ............................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................ ppt.
Unit 09 psychological testing Course code 0840 Educational psychology from ALLAMA IQBAL OPEN UNIVERSITY ISLAMABAD.
prepared by Ms. SAMAN BIBI & Mariam Rafique
Jill Pizzola's Tenure as Senior Talent Acquisition Partner at THOMSON REUTERS...dsnow9802
Jill Pizzola's tenure as Senior Talent Acquisition Partner at THOMSON REUTERS in Marlton, New Jersey, from 2018 to 2023, was marked by innovation and excellence.
Resumes, Cover Letters, and Applying OnlineBruce Bennett
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Leadership Ambassador club Adventist modulekakomaeric00
Aims to equip people who aspire to become leaders with good qualities,and with Christian values and morals as per Biblical teachings.The you who aspire to be leaders should first read and understand what the ambassador module for leadership says about leadership and marry that to what the bible says.Christians sh
1. CHAPTER 2 METACOGNITION: THINKING ABOUT THINKING
Module 3: Metacognition and
Metacognitive Knowledge
BARON,MARY JOY C.
2-BSED- ENGLISH
2. Objectives:
-In this lesson the students are expected to:
-explain the meaning of metacognition and metacognitive
knowledge;
-determine metacognitive knowledge required in specific
competency; and
-apply concepts learned in assessing your work and other’s
ouput.
3.
4.
5. • Metacognition is attributed to Flavell described it as “knowledge concerning
one’s cognitive processes and products or anything related to them, e.g. , the
learning-relevant properties of information data.”
He referred to it as “the active monitoring and consequent regulation and
orchestration of these processes concerning the cognitive objects or data on
which they bear, usually in the service of some concrete goal or
objective”(Flavell,1976).
.
7. Components of Metacognition
01
Metacognitive knowledge
refers to “what
individuals know about
their cognition or
cognition in general”
(Schraw, 2002). It involves
three kinds of
metacognitive awareness,
namely: declarative
knowledge, procedural
knowledge and
conditional knowledge.
02
The elements of metacognition are
metacognitive knowledge or
knowledge cognition and
metacognitive regulation.
8.
9. Metacognitive Knowledge is the result of an individual’s
metacognitive experiences. Flavell (1979) explained them as
experiences that “an individual has through which knowledge is
attained, or through regulation occurs.” A learner who obtained low
scores in knowledge and skills test becomes aware that he or she has
low declarative and procedural knowledge. In contrast, a learner who
has always scored highest in both the content and skills test has a
strong confidence in his adequacy of knowledge in the subject. The
metacognitive knowledge depends so much on the learner’s
metamemory which is the knowledge of what memory is, how it works,
and how to remember things..
10. Declarative Knowledge or Personal Knowledge refers to the factual information
that we know, and can both be spoken or written. This is also the knowledge about
ourselves as learners and about what factors can influence our performances.
Procedural Knowledge or Task Knowledge refers to information on how to do
something or how to perform the procedural steps that make up a task.
Conditional Knowledge or Strategy Knowledge refers to the knowledge about when
to use a procedure, skill, or strategy or when not to.
