IOSR Journal of Research & Method in Education (IOSRJRME) is an open access journal that publishes articles which contribute new results in all areas of research & method in education. The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on advanced research & method in education concepts and establishing new collaborations in these areas.
This document discusses methods for enhancing students' metacognition, or awareness of their own cognitive processes, when reading in a foreign language. It defines metacognition as having two components - knowledge of cognition and regulation of cognition. To develop knowledge of cognition, tools like think-aloud protocols and reading strategy questionnaires can be used to assess students' awareness of their own strategy use. Instructional approaches are also discussed that promote metacognitive knowledge. To enhance regulation of cognition, instructional aids, methods and activities are recommended to help students plan, monitor and evaluate their comprehension.
Meta cognitive thinking skills of arabic teachers and their basic stage stude...Alexander Decker
This document summarizes a study that evaluated the meta-cognitive thinking skills of Arabic teachers and their basic stage students in Jordan. It reviewed previous related studies and presented the background and methodology of the study. The study observed 36 tenth grade Arabic classes to identify the meta-cognitive skills used by teachers and students in three domains: planning, monitoring, and controlling. It found that skills were highly focused on planning, monitoring, but evaluation skills showed a considerable drop. The study provides recommendations to improve students' meta-cognitive abilities.
The document discusses learner strategies and their implications for second or foreign language teaching. It reviews previous research on learner strategies and how they affect language learning success. Learner strategies refer to conscious actions and behaviors used by language learners to improve language learning. The document aims to provide ideas for how language teachers can (1) incorporate learner strategies into curriculum, (2) provide learners with a menu of strategies to choose from for different tasks, and (3) help develop habits of good language learners through strategies training.
This was conducted during our Research Summit . It was about my thesis last 2003 when MI was at its peak. I hope that this will help those who needs advice and knowledge about MI Research Proposal. God bless fellow knowledge-seekers!
Effects of Multiple Intellgences on Academic EducationQuinn Collor
This paper reviews Critical studies on the effects of Multiple Intelligences on Academic Education. Based on the critically acclaimed work of Educational Theorist Howard Gardner.
Multiple Intelligences Profile of the First Two Sections of the Fourth Year ...Kassandra Chelzea Banalan
The study investigated the relationship between multiple intelligences and academic performance of 80 fourth year students at Makiling National High School. Students completed a multiple intelligences inventory and academic performance was measured using first grading grades. Results found the students' multiple intelligences to be slightly correlated with academic performance. It is recommended teachers incorporate learning styles related to different intelligences. Knowing students' intelligence profiles can help teachers tailor instruction to strengths and improve academic achievement.
This document summarizes a research study that analyzed the effect of conventional teaching methods on developing metacognitive skills and critical thinking skills in high school students in Malang, Indonesia. The study compared the potential of conventional learning strategies to innovative strategies like Reciprocal Teaching, Think Pair Share, and a combination of both. Results showed that conventional learning had the lowest potential to improve students' metacognitive and critical thinking skills. The increase in metacognitive skills was over 60% lower using conventional learning compared to other strategies. Similarly, the increase in critical thinking skills was over 60% lower using conventional learning. The findings suggest that teachers should move beyond conventional teaching and use more innovative strategies to better develop students' skills.
Metacognition in Persons with Learning DisabilityArcelle Tadena
- Cognition refers to our ability to think, while metacognition refers to our ability to think about thinking. Attention refers to our ability to concentrate.
- There are different cognitive styles such as field dependent vs field independent and reflectivity vs impulsivity that influence how individuals process information.
- Memory includes short-term memory, working memory, and long-term memory. Metacognition involves being aware of and regulating one's own cognitive processes. Students with learning disabilities often struggle with metacognitive skills.
This document discusses methods for enhancing students' metacognition, or awareness of their own cognitive processes, when reading in a foreign language. It defines metacognition as having two components - knowledge of cognition and regulation of cognition. To develop knowledge of cognition, tools like think-aloud protocols and reading strategy questionnaires can be used to assess students' awareness of their own strategy use. Instructional approaches are also discussed that promote metacognitive knowledge. To enhance regulation of cognition, instructional aids, methods and activities are recommended to help students plan, monitor and evaluate their comprehension.
Meta cognitive thinking skills of arabic teachers and their basic stage stude...Alexander Decker
This document summarizes a study that evaluated the meta-cognitive thinking skills of Arabic teachers and their basic stage students in Jordan. It reviewed previous related studies and presented the background and methodology of the study. The study observed 36 tenth grade Arabic classes to identify the meta-cognitive skills used by teachers and students in three domains: planning, monitoring, and controlling. It found that skills were highly focused on planning, monitoring, but evaluation skills showed a considerable drop. The study provides recommendations to improve students' meta-cognitive abilities.
The document discusses learner strategies and their implications for second or foreign language teaching. It reviews previous research on learner strategies and how they affect language learning success. Learner strategies refer to conscious actions and behaviors used by language learners to improve language learning. The document aims to provide ideas for how language teachers can (1) incorporate learner strategies into curriculum, (2) provide learners with a menu of strategies to choose from for different tasks, and (3) help develop habits of good language learners through strategies training.
This was conducted during our Research Summit . It was about my thesis last 2003 when MI was at its peak. I hope that this will help those who needs advice and knowledge about MI Research Proposal. God bless fellow knowledge-seekers!
Effects of Multiple Intellgences on Academic EducationQuinn Collor
This paper reviews Critical studies on the effects of Multiple Intelligences on Academic Education. Based on the critically acclaimed work of Educational Theorist Howard Gardner.
Multiple Intelligences Profile of the First Two Sections of the Fourth Year ...Kassandra Chelzea Banalan
The study investigated the relationship between multiple intelligences and academic performance of 80 fourth year students at Makiling National High School. Students completed a multiple intelligences inventory and academic performance was measured using first grading grades. Results found the students' multiple intelligences to be slightly correlated with academic performance. It is recommended teachers incorporate learning styles related to different intelligences. Knowing students' intelligence profiles can help teachers tailor instruction to strengths and improve academic achievement.
This document summarizes a research study that analyzed the effect of conventional teaching methods on developing metacognitive skills and critical thinking skills in high school students in Malang, Indonesia. The study compared the potential of conventional learning strategies to innovative strategies like Reciprocal Teaching, Think Pair Share, and a combination of both. Results showed that conventional learning had the lowest potential to improve students' metacognitive and critical thinking skills. The increase in metacognitive skills was over 60% lower using conventional learning compared to other strategies. Similarly, the increase in critical thinking skills was over 60% lower using conventional learning. The findings suggest that teachers should move beyond conventional teaching and use more innovative strategies to better develop students' skills.
Metacognition in Persons with Learning DisabilityArcelle Tadena
- Cognition refers to our ability to think, while metacognition refers to our ability to think about thinking. Attention refers to our ability to concentrate.
- There are different cognitive styles such as field dependent vs field independent and reflectivity vs impulsivity that influence how individuals process information.
- Memory includes short-term memory, working memory, and long-term memory. Metacognition involves being aware of and regulating one's own cognitive processes. Students with learning disabilities often struggle with metacognitive skills.
“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.
Text-based Language Learning to Improve Student Motivation and AchievementsAJHSSR Journal
This document summarizes a research study on developing an improved Indonesian language textbook for junior high school students in Karanganyar District, Indonesia. The study found that current textbooks and worksheets used in the district do not fully meet standards or effectively teach reading skills. The research involved developing a prototype textbook based on text-based learning approaches and field research. An experiment tested the effectiveness of the new textbook versus old materials and found it improved students' reading abilities. The results were then disseminated through seminars, international journals, and stakeholder engagement.
A test of the efficacy of field trip and discussion approaches to teaching in...Alexander Decker
This study investigated the efficacy of using discussion vs. field trip approaches within a constructivist framework to teach integrated science concepts to junior secondary students. 47 students were randomly assigned to experimental and control groups and taught energy concepts using either discussion or field trips respectively, both grounded in constructivist principles. Post-test results showed no significant differences in achievement between the two groups or between boys and girls. The discussion method did not produce significantly superior achievement compared to the field trip approach within the constructivist learning environment.
Effectiveness of Concept Mapping Strategy on Cognitive Process in Sciences at...Ramakanta Mohalik
The document summarizes a study that investigated the effectiveness of concept mapping strategy on cognitive processes in science at the secondary level. The study used a pre-test post-test experimental design with 100 students divided into a control group taught with traditional methods and an experimental group taught with concept mapping strategies. Over 12 weeks, both groups were taught topics in life science and administered pre- and post-tests measuring cognitive processes. The results showed that students taught with concept mapping strategies scored significantly higher on applying, analyzing, evaluating and creating cognitive processes compared to the control group taught with traditional methods. The study concluded that concept mapping is effective at improving higher-order thinking in science.
Metacognitive Teaching Strategies on Secondary School Students Academic Perfo...ijceronline
The study was undertaken to examine the effect of metacognitive teaching strategies on secondary school students’ performance in chemistry. The study adopted pretest post test quasi experimental design. Three hundred and sixty senior secondary school II (SSII) chemistry students were drawn from three secondary school in Obio/Akpor Local Government of Rivers State Nigeria. Three research questions and three hypotheses were posed for the study. The instrument for data collection was a twenty five-item multiple choice chemistry achievement test (CAT) developed by the researcher. Students were divided into two experimental groups and one control group. Students in the experimental groups were subjected to treatment using thinking-aloud and self assessment metacognitive teaching strategies while students in the control group were taught with conventional method. Mean, standard deviation, t-test and ANCOVA were used for data analysis. The results showed that students taught with thinking-aloud metacognitive strategies performed better in chemistry achievement test followed by self assessment metacognitive strategy than the conventional strategy. It was concluded that metacognitive teaching strategy such as thinking-aloud and self assessment if effectively utilized and applied by teachers in the instructional delivery in chemistry could significantly improve the performance of students.
Biology learning in the 21st century leads to the empowerment of metacognitive skills. Increased metacognitive skills can support concept understanding and maximize the students’ retention of concepts. This research aimed at investigating the effect of project-based learning strategy on metacognitive skills, concept understanding and retention of class X students of Senior High School 1 Kairatu, West Seram District, Maluku. This research is a quasi-experimental research using pre test-post test nonequivalent control group design. The samples of this research were all students of classX1 of Senior High School 1 Kairatu. The data obtained in this research were the learning results of metacognitive skills, concept understanding, and retention of the students. The data were analyzed by using analysis of covariance (ANCOVA). The research results showed that the implementation of project-based learning strategy had a significant effect on students’ metacognitive skills, concept understanding, and retention. Furthermore, the results of post hoc LSD test showed some differences in the notation between the project-based learning strategy and the conventional learning strategy. These results indicated that the learning stages of projectbased learning strategy could empower the students’ metacognitive skills, concept understanding, and retention.
West, jeff science literacy is classroom instruction enough nftej v20 n 3 2010William Kritsonis
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
This document discusses the declining English proficiency levels among Filipino high school students and the rationale for improving English skills. It notes that English proficiency is deteriorating based on national test scores, and that only 1 in 5 public high school teachers are proficient in English. The government recognizes the problem and has taken steps like mandating English instruction in elementary schools. The document presents a study that aims to determine the English proficiency level of fourth year high school students at Dalaguete National High School and provide recommendations for improvement.
This document describes how a science lesson was developed and implemented based on multiple intelligences theory. It begins by providing background on multiple intelligences theory and its potential benefits for science teaching and learning. It then describes how a lesson on particulate nature of matter was taught to an 8th grade class in Turkey. The lesson was developed using Gardner's multiple intelligences theory and involved identifying students' intelligences, considering challenges they may face with the topic, and designing activities matched to different intelligences. Observation of the lesson provided insights into effectively planning and carrying out multiple intelligences-based science lessons.
This research aimed to find out the difference of cognitive learning achievement between students taught with Concept Attainment Model and those taught with Discovery Learning model. This study was a quasiexperimental research. The population of research was the 12th Science graders of SMAN 1 Karas of Magetan Regency in school year of 2016/2017. The sample was taken using cluster random sampling technique, consisting of two grades: the 12th Science 4 grade as the first experiment class using Concept Attainment Model and the 12th Science 3 grade as the second experiment class using Discovery Learning model. Technique of collecting data used was t-test technique for data of students’ cognitive learning outcome. Data analysis was carried out using unpaired two-sample variance analysis. The result of research showed there was a difference of cognitive learning outcome between the students treated with learning using Concept Attainment Model and those treated with learning using Discovery Learning. The cognitive learning achievement of students taught with Concept Attainment Model was higher than that of those taught with Discovery Learning.
THE MOST CONSIDERED TYPE OF STUDENT CHARACTERISTICS BY PRIMARY SCHOOL TEACHERSIJITE
This study aims to determine what type of student characteristic most considered by teachers in primary school and their influence on student learning achievement. For this purpose, 37 class teachers of grade 4th to 6th from seven primary schools were the respondents. Categorizing the level of identification
students characteristics by the teacher using a questionnaire on the application of student characteristics that is deepened by the study of learning planning documents intended to provide an overview of the types of students characteristics that are considered most important to be done by primary school teachers. The results show that the level of student intelligence is the type of student characteristics most considered by
primary school teachers. By comparing the value of student achievement it can be seen that the learning developed by paying attention to students intelligence levels are better than learning that does not pay attention to it.
This document summarizes research on making authentic science accessible to students. It discusses:
1) The importance of using authentic activities that emulate scientists' practices to promote scientific inquiry in classrooms. However, authentic activities can be too complex for students without support.
2) Effective inquiry tasks were designed by transforming content, scientific thinking, and resources featured in scientists' authentic practices to make them accessible to students.
3) A study investigated how 6th grade students performed forecasting weather systems. Results showed that tasks closely mapping to students' understandings, rather than complex real-world patterns, helped students perform knowledge-rich inquiry.
Metacognition refers to higher-order thinking that involves active control over one's own cognitive processes during learning. It consists of metacognitive knowledge, such as general knowledge about how humans learn and process information, as well as individual knowledge of one's own learning processes. It also consists of metacognitive regulation, which are strategies used to monitor comprehension, like self-questioning after reading, to ensure cognitive goals are met. Metacognition allows individuals to organize, monitor, and modify their thinking to improve learning.
This document discusses metacognition, which refers to thinking about one's own thinking. It provides definitions of metacognition from researchers and describes its two main components: knowledge about cognition and regulation of cognition. There are three types of metacognitive knowledge - content knowledge, task knowledge, and strategic knowledge. Metacognition involves planning, monitoring, and evaluating one's cognition and learning. It plays an important role in self-regulation and maximizing one's learning potential.
This study investigated the effectiveness of using Gagne's events of instruction to teach chemistry concepts to secondary students compared to traditional lecture-based instruction. The study found that students who were taught using Gagne's events performed significantly better on a post-test than students taught through traditional methods. Specifically, the study showed that Gagne's events helped to strengthen students' neural networks and reduce misconceptions. It also reduced learning time and increased the rate of knowledge assimilation compared to traditional instruction.
This document discusses a study that examined the effects of modern and Sanskrit schooling on the development of metacognition and spatial skills in students. The study tested 36 students from Sanskrit schools and 36 from western schools in India on spatial tasks and a metacognition inventory. It found significant differences between the groups, so it also tested the teachers with a metacognition inventory. Metacognition refers to knowledge about one's own cognitive processes and regulation of cognition. Schooling and cultural contexts can influence metacognitive development through social interactions and instructional styles. There are challenges to accurately measuring metacognition across cultures.
The study aimed to identify the cognitive load and its relationshipwith mental capacity in accordance their levels at the students of the secondary stage in the terms of Sweller theory. The study sample consisted of (300) male and female eleventh and twelfth grade students from the leadership schools in Amman. The researcher used the cognitive load scale and the mental capacity scale.The results showed a high level of cognitive load in male and female, a high cognitive Load on students of scientific specialization rather than literary specialization, and that the mental capacity of the study sample in general is moderate, and that the mental capacity of students of scientific specialization is high compared to the mental capacity of students of literary specialization. In addition, that the association between higher mental capacity and cognitive load was higher in males than in females, and that the relationship between the mean mental capacity of both sexes with the cognitive load was statistically significant.
This study examined the effectiveness of teaching metacognitive strategies to improve reading comprehension and vocabulary for 130 Turkish university students. The students were divided into an experimental group that received 5 weeks of instruction in metacognitive strategies, and a control group that did not receive additional instruction. Both groups were pre-tested and post-tested on reading comprehension and vocabulary. The experimental group was taught strategies like making inferences, using background knowledge, evaluating text, and setting reading goals. Results showed that the experimental group improved more than the control group on the post-tests, indicating that explicit instruction in metacognitive strategies can enhance reading and vocabulary skills.
1. Metacognition refers to thinking about one's own thinking processes. It includes knowledge about cognition and regulation of cognition.
2. There are several metacognitive strategies including self-questioning, thinking aloud, and creating graphic representations to organize one's thoughts. These strategies can help people perform cognitive tasks more effectively.
3. Metacognitive approaches are useful in teaching and learning as they help students develop skills in self-monitoring, self-representation, and self-regulation.
developmental social individual factors of learner centered principleJocel Vallejo
This research paper examines developmental, social, and individual factors that influence learner-centered psychological principles. It discusses several theories of learner development, including those proposed by Piaget, Vygotsky, Erikson, and Kohlberg. These theories explore how cognitive, social, and emotional development affect learning. The paper also analyzes how individual differences like cultural background and learning styles require teachers to understand diversity and plan lessons accordingly. Overall, the research emphasizes that understanding learner development helps teachers facilitate effective learning through appropriate strategies and activities.
“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.
Text-based Language Learning to Improve Student Motivation and AchievementsAJHSSR Journal
This document summarizes a research study on developing an improved Indonesian language textbook for junior high school students in Karanganyar District, Indonesia. The study found that current textbooks and worksheets used in the district do not fully meet standards or effectively teach reading skills. The research involved developing a prototype textbook based on text-based learning approaches and field research. An experiment tested the effectiveness of the new textbook versus old materials and found it improved students' reading abilities. The results were then disseminated through seminars, international journals, and stakeholder engagement.
A test of the efficacy of field trip and discussion approaches to teaching in...Alexander Decker
This study investigated the efficacy of using discussion vs. field trip approaches within a constructivist framework to teach integrated science concepts to junior secondary students. 47 students were randomly assigned to experimental and control groups and taught energy concepts using either discussion or field trips respectively, both grounded in constructivist principles. Post-test results showed no significant differences in achievement between the two groups or between boys and girls. The discussion method did not produce significantly superior achievement compared to the field trip approach within the constructivist learning environment.
Effectiveness of Concept Mapping Strategy on Cognitive Process in Sciences at...Ramakanta Mohalik
The document summarizes a study that investigated the effectiveness of concept mapping strategy on cognitive processes in science at the secondary level. The study used a pre-test post-test experimental design with 100 students divided into a control group taught with traditional methods and an experimental group taught with concept mapping strategies. Over 12 weeks, both groups were taught topics in life science and administered pre- and post-tests measuring cognitive processes. The results showed that students taught with concept mapping strategies scored significantly higher on applying, analyzing, evaluating and creating cognitive processes compared to the control group taught with traditional methods. The study concluded that concept mapping is effective at improving higher-order thinking in science.
Metacognitive Teaching Strategies on Secondary School Students Academic Perfo...ijceronline
The study was undertaken to examine the effect of metacognitive teaching strategies on secondary school students’ performance in chemistry. The study adopted pretest post test quasi experimental design. Three hundred and sixty senior secondary school II (SSII) chemistry students were drawn from three secondary school in Obio/Akpor Local Government of Rivers State Nigeria. Three research questions and three hypotheses were posed for the study. The instrument for data collection was a twenty five-item multiple choice chemistry achievement test (CAT) developed by the researcher. Students were divided into two experimental groups and one control group. Students in the experimental groups were subjected to treatment using thinking-aloud and self assessment metacognitive teaching strategies while students in the control group were taught with conventional method. Mean, standard deviation, t-test and ANCOVA were used for data analysis. The results showed that students taught with thinking-aloud metacognitive strategies performed better in chemistry achievement test followed by self assessment metacognitive strategy than the conventional strategy. It was concluded that metacognitive teaching strategy such as thinking-aloud and self assessment if effectively utilized and applied by teachers in the instructional delivery in chemistry could significantly improve the performance of students.
Biology learning in the 21st century leads to the empowerment of metacognitive skills. Increased metacognitive skills can support concept understanding and maximize the students’ retention of concepts. This research aimed at investigating the effect of project-based learning strategy on metacognitive skills, concept understanding and retention of class X students of Senior High School 1 Kairatu, West Seram District, Maluku. This research is a quasi-experimental research using pre test-post test nonequivalent control group design. The samples of this research were all students of classX1 of Senior High School 1 Kairatu. The data obtained in this research were the learning results of metacognitive skills, concept understanding, and retention of the students. The data were analyzed by using analysis of covariance (ANCOVA). The research results showed that the implementation of project-based learning strategy had a significant effect on students’ metacognitive skills, concept understanding, and retention. Furthermore, the results of post hoc LSD test showed some differences in the notation between the project-based learning strategy and the conventional learning strategy. These results indicated that the learning stages of projectbased learning strategy could empower the students’ metacognitive skills, concept understanding, and retention.
West, jeff science literacy is classroom instruction enough nftej v20 n 3 2010William Kritsonis
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
This document discusses the declining English proficiency levels among Filipino high school students and the rationale for improving English skills. It notes that English proficiency is deteriorating based on national test scores, and that only 1 in 5 public high school teachers are proficient in English. The government recognizes the problem and has taken steps like mandating English instruction in elementary schools. The document presents a study that aims to determine the English proficiency level of fourth year high school students at Dalaguete National High School and provide recommendations for improvement.
This document describes how a science lesson was developed and implemented based on multiple intelligences theory. It begins by providing background on multiple intelligences theory and its potential benefits for science teaching and learning. It then describes how a lesson on particulate nature of matter was taught to an 8th grade class in Turkey. The lesson was developed using Gardner's multiple intelligences theory and involved identifying students' intelligences, considering challenges they may face with the topic, and designing activities matched to different intelligences. Observation of the lesson provided insights into effectively planning and carrying out multiple intelligences-based science lessons.
This research aimed to find out the difference of cognitive learning achievement between students taught with Concept Attainment Model and those taught with Discovery Learning model. This study was a quasiexperimental research. The population of research was the 12th Science graders of SMAN 1 Karas of Magetan Regency in school year of 2016/2017. The sample was taken using cluster random sampling technique, consisting of two grades: the 12th Science 4 grade as the first experiment class using Concept Attainment Model and the 12th Science 3 grade as the second experiment class using Discovery Learning model. Technique of collecting data used was t-test technique for data of students’ cognitive learning outcome. Data analysis was carried out using unpaired two-sample variance analysis. The result of research showed there was a difference of cognitive learning outcome between the students treated with learning using Concept Attainment Model and those treated with learning using Discovery Learning. The cognitive learning achievement of students taught with Concept Attainment Model was higher than that of those taught with Discovery Learning.
THE MOST CONSIDERED TYPE OF STUDENT CHARACTERISTICS BY PRIMARY SCHOOL TEACHERSIJITE
This study aims to determine what type of student characteristic most considered by teachers in primary school and their influence on student learning achievement. For this purpose, 37 class teachers of grade 4th to 6th from seven primary schools were the respondents. Categorizing the level of identification
students characteristics by the teacher using a questionnaire on the application of student characteristics that is deepened by the study of learning planning documents intended to provide an overview of the types of students characteristics that are considered most important to be done by primary school teachers. The results show that the level of student intelligence is the type of student characteristics most considered by
primary school teachers. By comparing the value of student achievement it can be seen that the learning developed by paying attention to students intelligence levels are better than learning that does not pay attention to it.
This document summarizes research on making authentic science accessible to students. It discusses:
1) The importance of using authentic activities that emulate scientists' practices to promote scientific inquiry in classrooms. However, authentic activities can be too complex for students without support.
2) Effective inquiry tasks were designed by transforming content, scientific thinking, and resources featured in scientists' authentic practices to make them accessible to students.
3) A study investigated how 6th grade students performed forecasting weather systems. Results showed that tasks closely mapping to students' understandings, rather than complex real-world patterns, helped students perform knowledge-rich inquiry.
Metacognition refers to higher-order thinking that involves active control over one's own cognitive processes during learning. It consists of metacognitive knowledge, such as general knowledge about how humans learn and process information, as well as individual knowledge of one's own learning processes. It also consists of metacognitive regulation, which are strategies used to monitor comprehension, like self-questioning after reading, to ensure cognitive goals are met. Metacognition allows individuals to organize, monitor, and modify their thinking to improve learning.
This document discusses metacognition, which refers to thinking about one's own thinking. It provides definitions of metacognition from researchers and describes its two main components: knowledge about cognition and regulation of cognition. There are three types of metacognitive knowledge - content knowledge, task knowledge, and strategic knowledge. Metacognition involves planning, monitoring, and evaluating one's cognition and learning. It plays an important role in self-regulation and maximizing one's learning potential.
This study investigated the effectiveness of using Gagne's events of instruction to teach chemistry concepts to secondary students compared to traditional lecture-based instruction. The study found that students who were taught using Gagne's events performed significantly better on a post-test than students taught through traditional methods. Specifically, the study showed that Gagne's events helped to strengthen students' neural networks and reduce misconceptions. It also reduced learning time and increased the rate of knowledge assimilation compared to traditional instruction.
This document discusses a study that examined the effects of modern and Sanskrit schooling on the development of metacognition and spatial skills in students. The study tested 36 students from Sanskrit schools and 36 from western schools in India on spatial tasks and a metacognition inventory. It found significant differences between the groups, so it also tested the teachers with a metacognition inventory. Metacognition refers to knowledge about one's own cognitive processes and regulation of cognition. Schooling and cultural contexts can influence metacognitive development through social interactions and instructional styles. There are challenges to accurately measuring metacognition across cultures.
The study aimed to identify the cognitive load and its relationshipwith mental capacity in accordance their levels at the students of the secondary stage in the terms of Sweller theory. The study sample consisted of (300) male and female eleventh and twelfth grade students from the leadership schools in Amman. The researcher used the cognitive load scale and the mental capacity scale.The results showed a high level of cognitive load in male and female, a high cognitive Load on students of scientific specialization rather than literary specialization, and that the mental capacity of the study sample in general is moderate, and that the mental capacity of students of scientific specialization is high compared to the mental capacity of students of literary specialization. In addition, that the association between higher mental capacity and cognitive load was higher in males than in females, and that the relationship between the mean mental capacity of both sexes with the cognitive load was statistically significant.
The effects of a cognitive acceleration training program on developing the em...
Similar to Relationship Between Metacognition, Attitude And Academic Achievement Of Secondary School Chemistry Students In Port Harcourt, Rivers State.
This study examined the effectiveness of teaching metacognitive strategies to improve reading comprehension and vocabulary for 130 Turkish university students. The students were divided into an experimental group that received 5 weeks of instruction in metacognitive strategies, and a control group that did not receive additional instruction. Both groups were pre-tested and post-tested on reading comprehension and vocabulary. The experimental group was taught strategies like making inferences, using background knowledge, evaluating text, and setting reading goals. Results showed that the experimental group improved more than the control group on the post-tests, indicating that explicit instruction in metacognitive strategies can enhance reading and vocabulary skills.
1. Metacognition refers to thinking about one's own thinking processes. It includes knowledge about cognition and regulation of cognition.
2. There are several metacognitive strategies including self-questioning, thinking aloud, and creating graphic representations to organize one's thoughts. These strategies can help people perform cognitive tasks more effectively.
3. Metacognitive approaches are useful in teaching and learning as they help students develop skills in self-monitoring, self-representation, and self-regulation.
developmental social individual factors of learner centered principleJocel Vallejo
This research paper examines developmental, social, and individual factors that influence learner-centered psychological principles. It discusses several theories of learner development, including those proposed by Piaget, Vygotsky, Erikson, and Kohlberg. These theories explore how cognitive, social, and emotional development affect learning. The paper also analyzes how individual differences like cultural background and learning styles require teachers to understand diversity and plan lessons accordingly. Overall, the research emphasizes that understanding learner development helps teachers facilitate effective learning through appropriate strategies and activities.
This document provides a literature review on study strategies for foreign language acquisition. It discusses several theories related to cognitive learning styles and strategies, including the personalized learning model, behavioral learning theory, cognitive learning theory, and incorporating learning styles. The review examines how adaptive learning systems can be developed based on these theories to improve student performance by engaging their various cognitive styles.
Enhancing Metacognition in Educational Settings A Comprehensive Review of Res...ijtsrd
Metacognition, the ability to monitor, regulate, and control ones own cognitive processes, plays a pivotal role in learning and academic success. This research paper provides a comprehensive review of studies investigating the relationship between metacognition and education. Drawing from a wide range of research, this paper explores the theoretical foundations of metacognition, its significance in educational contexts, and various strategies for fostering metacognitive skills in learners. The paper also discusses the implications of metacognition for curriculum design, instructional practices, and assessment methods. By synthesizing the findings from diverse research studies, this paper aims to offer educators, researchers, and policymakers a nuanced understanding of the multifaceted interplay between metacognition and effective learning. Dr. Santinath Sarkar | Firoj Al Mamun "Enhancing Metacognition in Educational Settings: A Comprehensive Review of Research and Implications" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-4, August 2023, URL: https://www.ijtsrd.com/papers/ijtsrd59779.pdf Paper Url:https://www.ijtsrd.com/humanities-and-the-arts/education/59779/enhancing-metacognition-in-educational-settings-a-comprehensive-review-of-research-and-implications/dr-santinath-sarkar
The document discusses the learning theory of behaviorism and its application in educational settings. It states that behaviorism is most successful in areas where there is a correct response or easily memorized materials. It provides an example of how positive reinforcement in the classroom, like verbal praise for student contributions, can encourage more discussion. The theory relies heavily on positive reinforcements from the teacher to shape student behavior.
The study aimed to determine the levels of kinesthetic, verbal and visual intelligences among mechanical engineering students and examine their relationship with learning styles and academic performance. A questionnaire was administered measuring these three types of intelligences based on Gardner's theory of multiple intelligences. The results showed that 33% of students strongly dominated in kinesthetic intelligence, while 29% were strong in both kinesthetic and visual intelligences. There was a statistically significant correlation found between the three intelligences, learning styles, and academic performance.
Motivating students’ learning using word association test and concept mapsToto Dwiarso
The document summarizes a study on motivating students' learning in human biology through the use of word association tests and concept maps. The study was conducted with 8th grade and 12th grade students in Bulgaria. Word association tests were used to elicit students' concepts about "human being" and reveal their conceptual structures. The associations were analyzed and organized into concept maps. Content analysis and concept map construction were then used alongside textbook lessons to maintain student motivation as they learned about different topics in human biology. The results showed differences in the associations provided by the 8th and 12th grade students and indicated that the combined approach helped engage students and support their learning achievements.
Motivating students’ learning using word association test and concept mapsToto Dwiarso
The document summarizes a study on motivating students' learning in human biology through the use of word association tests and concept maps. The study was conducted with 8th grade and 12th grade students in Bulgaria. Word association tests were used to elicit students' concepts about "human being" and reveal their conceptual structures. The associations were analyzed and organized into concept maps. Content analysis and concept map construction were then used alongside textbook lessons to maintain student motivation as they learned about different topics in human biology. The results showed differences in the associations provided by the 8th and 12th grade students and indicated that combining word associations, concept maps, content analysis and discussion can be an effective educational strategy for motivation.
1. This document discusses ten key findings from cognitive research on learning. The findings illustrate how teaching and learning can be better understood by applying insights from cognitive science.
2. One finding is that learning occurs within the learner - teachers can provide information but students must actively construct new knowledge structures themselves. Prior knowledge also strongly influences new learning.
3. Another finding is that optimal learning requires integrating new and prior knowledge by linking more abstract relationships. Both conceptual knowledge and procedural skills are important, as are metacognitive skills to reflect on one's own learning.
Curriculum Inception
Taya Hervey-McNutt
Strayer University
EDU 555: K-12 Curriculum Design & Development
Dr. Joe Canada
January 16, 2022
Curriculum Inception
The proposed curriculum will be a comprehensive program focusing on the teaching and
learning of technology in Orange County Public Schools (OCPS) elementary schools. The core
instructional goals of the proposed curriculum aimed at empowering learners with primary
computer and internet skills such as; basic use of computer applications including google apps,
keynote, garage band. In this grade, students will be introduced to know how to use the google
apps and the Chromebook. They will develop multimedia presentations like publishing media
content and developing digital media and art. Through this, the student will be able to acquire the
ability to constructible skills that will help him/her derive meaning by critically questioning
resources using digital tools. In this grade, students are expected to major in learning how to use
book creators to explain their understanding in their own words.
The main learning activities students will undertake include: Storing, sharing, accessing,
and manipulating files in google drive; organizing and reflecting on content in google sites as
well as campus press blogs, implementation of apps like book creator to explain their
understanding Learn the various purposes of different media. Impart innovation skills on learners
through the use of various technologies in a design process for problem-solving by creating new,
useful and /or innovative solutions. At the same time, Students will be expected to learn how to
apply technology and non-technology tools to aid in understanding a design process of which
there will be an integration with STEAM subjects. Still, this will make space activities where
students will apply the design process to identify or solve problems by combining digital tools
with non-tech tools to develop strategies for designing systems. Impart collaboration skills on
students through digital tools to widen their views, increase empathy, and the importance of
teamwork skills in applications.
Approach to curriculum development
The proposal's design is based on the system's approach to curriculum development. The
systems approach can be seen as a methodical scheme applied to plan, propose, advance,
evaluate curriculums that consist of the following components: Analysis of needs, analysis of the
task, declaration of projected learning objectives, assessment plan, a pilot study proposal,
development of learning resources and implementation of the final curriculum. The first five
components of the systems approach have already been included in the proposed curriculum
design. Furthermore, one of the main features of the Systems approach's core instructional goals
is its high interconnectedness among content areas and programs. Similarly, in the core
instructional goals of the proposed curriculum, ther ...
This study aims to detect the impact of the modified learning cycle strategy on the development of habits of mind and skills of critical thinking in the ‘Islamic Education’ subject for 10th grade students in Jordan. To achieve this goal, the researcher used the semi-experimental approach, hence dividing the students into two groups: a control group and an experimental group. Each grouped consisted of (31) students. The modified learning cycle was applied to teach the experimental group, and the regular traditional strategy to the control group. The researcher prepared two studying tools: a measure of the habits of mind which consisted of (25) paragraph, and a critical thinking skills test which included (28) paragraph. Both tools were applied after assuring their validity and reliability. The results indicated a statistically significant difference for using the modified learning cycle strategy in the development of habits of mind and skills of critical thinking for the experimental group students compared to the control group students. The study, thus, stresses the need to apply the modified learning cycle in teaching the ‘Islamic Education’ subject due to its effectiveness in developing habits of mind and skills of critical thinking. The researcher also recommends conducting more research on the effectiveness of the modified learning cycle that concentrates on different variables.
A Learning Philosophy Assignment Positively Impacts Student Learning OutcomesSara Alvarez
This study examined the impact of a learning philosophy assignment on student learning outcomes in first-year biology and second-year biochemistry courses. Students who completed the assignment were expected to perform better on final exams and show increases in cognitive complexity compared to students who did not complete the assignment. The assignment involved students reflecting on their learning process and getting feedback on an initial submission. Results found that the assignment prevented a decline in cognitive complexity for biology students and improved final exam performance and cognitive gains for biochemistry students compared to students who did not complete the assignment. This suggests the assignment promotes intellectual development and content mastery by engaging students in metacognition about their learning.
This is Walden University course (EDUC 8005), Module 7 Project: Applying Research. It is written in APA format, includes references, and has been graded by an instructor (A). Most higher-education assignments are submitted to turnitin, remember to paraphrase. Let us begin.
This document discusses key areas of consideration in curriculum development. It identifies areas of concern like cultural values and knowledge of learners. It also outlines major decision areas in curriculum development like curriculum design, implementation, and evaluation. The document further discusses three major theories of learning - behaviorism, cognitive development psychology, and cognitive field psychology. It provides details on concepts like conditioning, reinforcement, developmental stages, and mental structures. Finally, the document notes the importance of selecting the most worthwhile knowledge to include in the curriculum.
A Holistic Approach To Learning And Teaching Interaction Factors In The Deve...Lisa Garcia
This document summarizes the Holistic Approach to Learning and Teaching Interaction (HALTI), which was developed over 9 years by the author through reflective teaching practice. HALTI aims to develop students as critical, confident, independent learners by making learning a process of self-improvement within a social context. It recognizes students as individuals with personal needs and invokes Personal Construct Theory to understand students' perspectives and help them take ownership of knowledge. The approach involves 5 aspects of interaction designed to motivate students and develop critical thinking skills. Evidence shows HALTI improves student engagement, progression and satisfaction.
This document discusses how technology may support reading comprehension and the inductive teaching method. It first defines reading comprehension and the inductive method. It then reviews several studies that have investigated these topics. One study found that internet-based learning activities can make reading more enjoyable and promote higher-order thinking skills. However, another study found no significant gains in reading achievement from technology-based instruction when teachers did not set clear objectives. The document argues that when used appropriately, technology like the internet can support the inductive method by allowing students to gather more information to develop deeper understandings through categorization and determining relationships between concepts.
THE RELATIONS OF METACOGNITIVE AWARENESS, MULTIPLE INTELLIGENCES, AND GENDER ...ijma
Learning Introductory Programming has always been challenging to computer science and information
technology undergraduates and such problems, most notably comes from the lack of metacognitive
awareness. Other important factors are multiple intelligences, gender, and motivation in using learning
tools can also have a huge impact on learning the subject matter. A survey study was carried out with the
aim to investigate the relationship among metacognitive awareness, gender and multiple intelligences
towards perceived motivation of the students in learning using multimedia tools. 103 fresh undergraduates
were recruited to participate in the survey. The data analysed using Pearson correlation and multiple
linear regression analysis. The result showed that the correlation between metacognitive awareness and
motivation in using multimedia tools was significant, positive, and moderately strong. These finding
suggest that students with higher metacognitive awareness will be highly motivated in using multimedia
tools compared to those with lower metacognitive awareness.
This document provides an overview of metacognition based on a literature review. It defines metacognition as "thinking about thinking" and discusses its two main components: knowledge about cognition and monitoring of cognition. Various frameworks for categorizing types of metacognitive knowledge are presented and compared. The review explores how metacognition develops in children and how teachers can encourage its development through instruction. It also discusses challenges in assessing metacognition.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
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Relationship Between Metacognition, Attitude And Academic Achievement Of Secondary School Chemistry Students In Port Harcourt, Rivers State.
1. IOSR Journal of Research & Method in Education (IOSR-JRME)
e-ISSN: 2320–7388,p-ISSN: 2320–737X Volume 5, Issue 6 Ver. III (Nov. - Dec. 2015), PP 06-12
www.iosrjournals.org
DOI: 10.9790/7388-05630612 www.iosrjournals.org 6 | Page
Relationship Between Metacognition, Attitude And Academic
Achievement Of Secondary School Chemistry Students In
Port Harcourt, Rivers State.
Wisdom J. Owo (Ph.D)* & Emmanuel F. Ikwut
*
Department of Integrated Science, Faculty of Natural and Applied Sciences, Ignatius Ajuru University of
Education Rumuolumeni, Port Harcourt, Nigeria.
Department of Technical and Science Education, Faculty of Science and Technical Education, Rivers State
University of Science and Technology Nkpolu- Oroworukwo,
Abstract: The study investigated the relationship among chemistry students’ metacognition, attitude and
academic achievement in secondary schools in Port Harcourt Local Government Area, Rivers State, Nigeria. A
sample of 600 students in their intact classes from eight randomly selected coeducational senior secondary
schools participated in the study. The study adopted correlational design, and utilized two research instruments
[Metacognitive Awareness Inventory, MAI developed by Schraw & Dennison (1994) and Chemistry Students’
Attitude Probe, CSAP developed by the researchers] to collect data. Data collected were analyzed using
Pearson Product Moment Correlation, and stepwise multiple regression analysis. Results showed that both
metacognition and attitude correlate significantly with academic achievement. However, attitude strongly
predicts academic achievement more than metacognition.
Keywords: Metacognition, Attitude, Academic Achievement, Secondary School Chemistry
I. Introduction
With the rapid pace of scientific and technological advancement couple with the globalization of
science learning, science education in Nigeria is now a compulsory component of the National policy in
Education (FRN, 2004). This is basically meant to promote scientific literacy- the central goal of science
education. In addition to ensuring scientific literacy of the citizenry for a useful living in the society, science
education at the primary and secondary school levels is aimed at preparing the individual for a higher science
education.
Globally, the major goal of modern (21St
century) education is not only to enrich students with
enormous amount of knowledge/facts in a given field of study, but also to groom the students to acquire self-
regulatory skills required for them to become self-regulated learners to achieve academic success while in
school as well as up-dating their knowledge and educating themselves in different fields even after leaving
school. To Wolters (2003) self-regulated learners “… have the cognitive and metacogntive abilities as well as
motivational beliefs and attitude required to understand, monitor and direct their own learning” Wolters (2003),
Boekaerts & Corno (2005), among others argue that for any student to learn and achieve academic success the
student must be actively engaged in the learning process, and be able to plan, monitor, regulate and control
his/her cognitive processes as well as attitudes and behaviours. Meaning that a student must have and exhibit
self-regulation of cognition and behaviour (i.e. the skills and wills) for him/her to effectively learn and perform
very well in any school subject. By this conception, it is evident that the learner is the most determining factor
of any learning activity since it is the learner that actually participates in the learning process and it is in the
learner that learning takes place especially when he/she is metacognitively and emotionally ready to learn.
Therefore, learners of science need to possess high metacognitive ability and the right attitude (or frame of
mind) towards science to be able to engage actively in science learning and achieve success as well. It is against
this background that the present study sought to examine the relationship between students’ metacognition,
attitude and academic achievement in chemistry.
II. Literature Review
Students’ metacognition and academic achievement
Metacognition which literally means “thinking about thinking” (Hunt, 2006) or “cognition about
cognition” came to light as an important cognitive or mental activity for solving problem when psychologists
started to investigate into children’s intelligence, how children learn, and involve in problem solving. The
concept of metacognition entered the field of cognitive psychology in the 1970s when an American
developmental psychologist, John Flavell (1976) recorded as the foundation researcher in metacognition, first
formerly used the term in his article titled “metacognition aspect of problem solving”. Later on, another
2. Relationship Between Metacognition, Attitude And Academic Achievement Of Secondary ....
DOI: 10.9790/7388-05630612 www.iosrjournals.org 7 | Page
developmental psychologist, Ann Brown (1978) also used the term in a work titled “Knowing when, where and
how to remember: A problem of metacognition”. Flavell (1976) describe metacognition in these words:
In any kind of cognitive transaction with the human or non-human environment, a variety of
information processing activities may go on. Metacognition refers, among other things, to the active monitoring
and consequent regulation and orchestration of these processes, in relation to the cognitive objects or data on
which they bear, usually in the service of some concrete goals or objective. J. H. Flavell; (1976:232).
In an attempt to elucidate the different components of metacognition and their interactions or
relationship, Flavell (1979) and Brown (1987), proposed different models of metacognition. Flavell (1979), in
his article title “Metacognition and Cognitive Monitoring” proposed a formal model of metacognition. His
model encompasses four components: metacognitive knowledge, metacognitive experiences, tasks or goals, and
strategies, while Brown’s (1987) model of metacognition categorizes metacognition into two major components:
Knowledge of cognition and Regulation of cognition.
One striking feature or assumption of the above theories and models of metacognition 1is that,
metacognition consists of two basic but mutually related components or processes, viz: metacognitive
knowledge (i.e. knowledge of cognition) and Metacognitive regulation (i.e. regulation of cognition), both
occurring simultaneously (Metallidou,2009; Sungur, 2007 cited in Ozsoy & Ataman, 2009; Veeman, Van Hout-
Wolters & Afflerback, 2006; Otani & Widner,2005; Schraw & Sperling-Dennison,1994; Flavell, 1987; Brown,
1987).
Metacognitive knowledge (also known as metacognitive awareness) is described as knowledge about
cognition. It entails what one knows about himself, his cognitive processes, skills and strategies as well as when
and how to effectively use the skills and strategies as he learns. This component of metacognition involves three
subcomponents namely; Declarative knowledge, Procedural Knowledge and Conditional Knowledge
(Brunning, Schraw, Norby & Ronning, 2004).
On the other hand metacognitive regulation (also known as regulation of cognition) refers to ones
knowledge of a number of skills and activities or processes that promote the regulation or control of his thinking
and learning. It connotes the ability to use metacognitive knowledge strategically in order to attain cognitive
objectives (Coutinho, 2007), and consists of three essential processes or activities- Planning, Monitoring and
Evaluation (Veenman et al, 2006).
In the view of Winne and Perry (as cited in Annevirta & Vauras, 2006:198), metacognition is the
knowledge that learners have concerning their general academic strengths and weaknesses and of the cognitive
resources they can apply to meet the demands of particular tasks, as well as their knowledge and skills relating
to how to regulate their engagement in tasks so as to maximize learning process and outcomes.
Though Metacognition has been defined in several ways, it can be regarded as a derivative of two
words- “meta” meaning “beyond or at a higher level” and “cognition” meaning “the process of knowing,
understanding and learning something’’ (Pearson Education Limited, 2003). Metacognition, therefore, is the
higher intellectual ability of an individual to plan, reflect upon, monitor, understand and control his/her learning.
It is a process involving ones awareness and regulation or control of him/herself (as a learner), the learning style
and study habit as well as several other activities involved in his/her own learning so as to attain the set goal(s).
Metacognition has been reported to have influence on academic achievement. Some researchers
contend that metacognition correlates significantly with students’ academic performance or achievement
(Bogdanović, Obadović, Cvjetićanin, Segedinac & Budić, 2015; Narang & Saini, 2013; Rahman, Jumani,
Chandy, Christi, & Abbasi, 2010; Schraw & Sperling-Dennison, 1994; Young & Fry, 2008; Nietfeld, Cao &
Osborne,2005; Everson & Tobias, 1998; Pintrich & DeGroot, 1990; while others view that explicit
metacognitve training can enhance students’ metacognition (Darlinng-Hammond, Austin, Cheung & Martin,
2008; Hartman, 2001 cited in Erskine, 2009; Veeman, Hout-Wolters & Afflerbach,2006) and as well promote
students’ academic achievement (Achufusi & Mgbemena, 2013; Nbina, 2012; Nzewi & Ibeneme, 2011; Ibe,
2009). They believe that students, who possess metacognitive knowledge and demonstrate a wide range of
metacognitive skills tend to be more successful as they can self-regulate their learning, retain information
longer, and perform better.
Other researchers found negative or no relationship between metacognition and academic achievement
(Sperling, Howard, Stanley & Dubois, 2004; Sperling Howard, Miller & Murphy, 2002). For example, Sperling
et al (2004) used Metacognitive Awareness Inventory (MAI) to assess college students’ metacognitive
awareness, and found a significant correlation between knowledge of cognition factor but found no relationship
between scores on the MAI and standardized achievement test (SAT) scores that is, a form of comprehensive
measures of academic achievement.
Further more, in an attempt to ascertain the relationship between metacognition and achievement,
Sperling et al (2002) reviewed several literatures and reported that the relationship between metacognition and
achievement or aptitude is not clear. However, they found significant correlation between metacognition and
achievement for grades 3, 4 and grade 5, but observed no relationship for grade 6, 7 and 8 students’ scores
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Though Metacognitive knowledge may contribute significantly in the improvement of students’
cognitive processes and academic achievement, the above reviewed literature on metacognition and academic
achievement seems to be inconclusive as there are some inconsistencies. While some researchers found
significant positive relationship, others report negative or no relationship between metacognition and students’
academic achievement.
Students’ attitude and academic achievement
One of the characteristics of an individual that can influence behaviour together with learning is
attitude. Students’ attitude and beliefs are highly associated with motivation and success. Motivation is prone to
attitudinal influences vis-à-vis learning and academic achievement. For example, students who are forced by
their parents to study physics which they feel or believe will not be of any benefit to them might tend to exhibit
negative attitudes towards learning of physics and this negative attitudes may consequently affect their
motivational levels to actively engage in the learning activities.
According to Awotua-Efebo (1999), attitudes are affective predisposition to make certain choices or to
behave in certain ways, given a choice of behaviours. It is the internal state of an individual that moderates the
person’s of personal action or behaviour. Attitude therefore can be defined as an individual's beliefs, values or
feelings of like or dislike towards a given thing (activity, person, event, image, course of study or school
subjects) to the extent of developing the interest of either to or not to interact with (or learn about) the thing.
This implies that attitude has motivational properties, and they regulate and influence all behaviours
(inclusive of one’s academic performance or achievement). It can make or mar a student to progress in his
academic endeavour.
Research findings have revealed a positive relationship between students’ attitude towards school
subject or course and students’ academic achievement (Michelli, 2013; Kesici, Sahin & Akturk, 2009; Zainudin,
Suhashilla, Najib & Hamdan, 2007, and Popham, 2005 cited in Awang, Ahmad, Bakar, Ghani, Yunus, Ibrahim,
& Rahman, 2013;). According to them learners with positive attitude use more learning strategies than those
with negative attitude. This implies that students who possessed favourable or positive attitude towards the
subject teacher and course contents are most likely to achieve better ( because they are more likely to persist
and pay greater attention to learn and read more about things that appeal to their interest) than those students
with less favourable attitudes.
Specifically, in the area of science subjects, few studies on the influence of students’ attitude on
students’ academic achievement have been carried out. Jack (2013) found a significant difference in the
difficulty process skills mean score in favour of chemistry students with positive attitude towards science, as
they had higher mean score than those with negative attitude, and thus reported attitude as one of the variables
influencing students’ acquisition of science process skills.
In a study of the attitudes of secondary school students towards basic science, Alao (1988) showed that
students have positive attitude towards science. Contrary to this finding, Obomanu & Adaramola (2011) and
Adesokan (2002) affirm that students still exhibit negative attitude towards science. While Obomanu &
Adaramola found students’ negative attitude among other factors to be related to underachievement in science,
technology and mathematics (STM) Education in secondary schools, Adesokan reported that students’ negative
attitude towards chemistry leads to low enrolment and poor academic performance in the subject. However,
Osborne, Simon & Collins (2003) reviewed several literature on attitude toward science and found a decline in
attitudes of students towards science from age 11 upward as they (the students) progress through their schooling
years. These findings therefore, reveals the need for the introduction and teaching of science to students at their
early school age so as to enable them develop positive attitude or disposition towards science in later years of
their life.
In acknowledgement of the effect(s) of students’ attitude on academic performance, attitude is a
determining factor of what students learn. Students with positive attitude towards a subject, the subject teacher
or the instructional mode are likely to develop interest, and sustain their efforts in the learning of the subject
which in turn would lead them to achieve success in the subject. Bearing this in mind, this study seeks to
determine the relationship between students’ metacognition, attitude and academic achievement. However, the
objectives of the study are to investigate the relationship between metacognition and academic achievement,
relationship between attitude and academic achievement; and the predictive power of both students’
metacognition and attitude on academic achievement in chemistry.
Hypotheses
The following null hypotheses guided the study.
HO1: Metacognition and attitude do not significantly correlate with academic achievement in chemistry.
HO2: The mean chemistry achievement score of students possessing high metacognition and positive attitude
is not significantly higher than that of those with low metacognition and negative attitude.
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HO3: Attitude does not strongly predict students’ academic achievement in chemistry more than
metacognition.
III. Methodology
Design
The study is exploratory in nature. It employed correlational design with metacognition and attitude as
independent (predictive) variables and academic achievement as the dependent variable.
Participants
The target population of the study consisted of all Senior Secondary Two (SS2) Chemistry students of
2014/2015 academic session in the Senior Secondary Schools located in Port Harcourt Local Government Area
(PHALGA) Education zone, Rivers State, Nigeria. However, the accessible population comprised of all the SS2
chemistry students in public coeducational Senior Secondary Schools in PHALGA education zone from which a
total of 600 randomly selected students drawn from eight secondary schools participated in the study.
Instruments
Chemistry Students’Metacognitive Assessment Scale (CSMAS) and Chemistry Students’ Attitude
Probe (CSAP) were employed to generate data for the study. CSMAS is a 40- item while CSAP is a 30-item
developed on a 4-point modified Likert type scale ranging from Strongly Agreed (SA) = 4points, Agreed (A)
=3points, Disagreed (D) = 2points to Strongly Disagreed (SD) = 1point. By this, a respondent is to score a
maximum of 160 points and a minimum of 40 points on CSMAS, and a maximum of 120 points and a minimum
of 30 points on CSAP. Both CSMAS and CSAP were developed by the researchers and validated by two
educational psychologists. They were pilot tested on 84 SS2 students of non-participating schools and applying
Cronbach Alpha technique gave the reliability,𝛼, for CSMAS and CSAP as 0.81and 0.74 respectively.
Procedure
The principal and SS2 chemistry teachers of the participating schools were contacted and permission
sought to use their students for the study. With the assistance of the chemistry teacher CSMAS and CSAP were
administered to the participants. The participants completed the instruments within 40 minutes and the
instruments retrieved on the spot. Total CSMAS score and total CSAP score obtained by each participant was
separately transformed to 100% to obtain the participant’s percentage score in CSMAS and CSAP respectively.
Data from CSMAS and CSAP was respectively used in the grouping of students according to their levels of
metacognition (as high or low) and levels of attitude (as positive or negative) based on a cut-off mean of 2.5 on
four-point scale; with a mean of 2.5 and above for positive (or high) and amean below 2.5 for negative (or low).
End of term chemistry examination scores (used as a measure of Chemistry academic achievement) of the
participants was collected from the principals and SS2 chemistry teachers of the participating schools..
IV. Method of Data Analysis
Pearson Product Moment Correlation, t-test and multiple regression analysis were used to analyse data,
as well as testing the stated hypotheses at .05 significant levels. Data were processed using IBM SPSS statistics
20.
V. Results And Discussion
Results
Table 1. Zero-order correlations among metacognition, attitude and academic achievement.
Academic Achievement Metacognition Attitude
Academic Achievement 1.000 .257 .499
Metacognition .257 1.000 .194
Attitude .499 .194 1.000
p< .001, p < .01
Results presented on table 1 showed that the relationship between metacognition and students’
academic achievement is significantly positive (r =.257, p <.001). The table also revealed the existence of a
significantly positive correlation between students’ attitude and academic achievement (r = .499, p<.001), and
between metacognition and attitude (r = .194, p<.01).
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Table 2. t-test of mean difference in chemistry achievement scores
Groups N Mean Std. Dev. T Df Sig.(2 tailed)
High metacognition &
positive attitude
269 62.736 15.201
3.458 598
.
.001Low metacognition &
negative attitude
331 57.982 17.909
Result presented in table 2 showed that at p = .001 and df = 598, tcal = 3.458. Since p<.05, it depicts
that students who possess both high metacognition and positive attitude achieve significant higher mean score in
chemistry than those having both low metacognition and negative attitude. Hence the rejection of Ho2 which
predicted no significant difference in mean chemistry achievement scores between the two groups.
Table3. Stepwise multiple regression analysis result of students’ metacognition, attitude and academic
achievement.
Model Unstandardized Coefficients Standardized
Coefficients
T Sig.
B Std. Error Beta (𝛽)
1
(Constant) 50.889 4.367 11.653 .000
Metacognition .230 .062 .257 3.741 .000
2
(Constant) 21.287 5.501 3.870 .000
Metacognition .149 .055 .167 2.695 .008
Attitude .658 .087 .466 7.546 .000
*p< .001, **p < .01, R2
=.066 for model 1, △R2
= .209 for model 2 (Ps =.001
Results of multiple regression analysis presented in table 3 indicated that when metacognition alone
was the predictor, R2
for model 1 was .066 (i.e. 6.6%), meaning that 6.6% of the variance in students academic
achievement in chemistry was contributed by metacognition, while for model 2 when both metacognition and
attitude are the predictors rose to . 275 giving a △R2 value as .209. This means that metacognition and attitude
jointly contribute 27.5% (out of which metacognition accounts for 6.6% while attitude accounts for 20.9%) of
the variability of students’ academic achievement in chemistry. The standardized beta (𝛽) value which explain
how the standard deviation of each of the predictor variable varies with the outcome variable revealed that for
model 1, a significant positive relationship exist between metacognition and academic achievement (𝛽 =.257,
p<.01). Also, for model 2 a significantly positive correlation exist between metacognition and academic
achievement (𝛽 =.167, p<.01), and between attitude and academic achievement (𝛽 =.466, p<.00). More so, the t-
value indicated that for model 2, attitude (t= 7.546, p<.001) accounts for students’ academic achievement more
than metacognition (t=2.675, p<.01).
VI. Discussion
The concern of this study was to assess the relationship among students’ metacognition, attitude and
academic achievement in secondary school chemistry. The result showed significantly positive correlations
among the variables under investigation. Meaning that students who had higher score in the predicting variables
(metacognition and attitude) had higher score in the outcome variable (academic achievement).
Result on the relationship between metacognition and academic achievement uphold results of previous
studies (Bogdanović, Obadović, Cvjetićanin, Segedinac & Budić, 2015; Narang & Saini, 2013; Rahman,
Jumani, Chandy, Christi, & Abbasi, 2010; Topçu & Yilmaz-Tüzün, 2009; Young & Fry,2008; Schraw, Crippen
& Hartley,2006; Coutinho, 2006) that reported positive correlation between metacognition and academic
achievement. They found that students with high metacognition are more strategic, and are able to engage in
self-regulated learning as well as using problem solving strategies effectively, and therefore achieve significant
higher academic score than those with low metacognition. This finding therefore suggests that students having
good metacognition are likely to achieve academic success in chemistry and thus depicting metacognition as a
good predictor of academic achievement.
With regard to students’ attitude and academic achievement, the result is consistent with previous
studies (Semukoro, Orobia & Arinaitwe, 2013; Erdogan, Bayram & Deniz, 2013; Zainudin, Suhashilla, Najib &
Hamdan, 2007, and Popham, 2005 cited in Awang, Ahmad, Bakar, Ghani, Yunus, Ibrahim,……, & Rahman,
2013; Olatoye, 2002) that found a significantly positive correlation between attitude and academic achievement.
This result therefore proves that one’s achievement in a school subject depends on the individual’s acquisition
of the right attitude towards the subject, the subject teacher as well as the necessary school programmes and
activities.
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The result of this study further showed that students who possess both high metacognition and positive
attitudes achieve significantly better than those who had both low metacognition and negative attitude. This
finding corroborate with Walters (2003), Boekaerts and Corno (2005) who argued that for students to effectively
learn and achieve academic success, they must exhibit self-regulation of cognition and behaviour. According to
them, self-regulated learner need to have cognitive and metacognitive abilities in addition to motivational beliefs
required to engage in effective thinking and learning. This result stresses the influential role of the combine
effect of cognitive processes and affective orientations in promoting students’ learning and achievement. Thus,
suggesting that chemistry students need not only have the metacgonition but also the required positive attitudes
towards chemistry that can energize or motivate them to activate their metacognitive knowledge and regulation
to enhance learning and academic success.
More so, result on the predictive power of metacognition and attitude on achievement showed attitude
to have a strong predictive power than metacognition. In spite of the fact that students metacognition
encompasses students’ ability to perceive, plan, monitor, control and evaluate one’s self, one’s cognitive
processes as well as learning strategies so as to determine areas of weaknesses that can be corrected for the
purpose of achieving academic success, the students’ attitude seems to play a very crucial role. This is because
attitudes are the determinants of behaviour, and thus lend support to the theory of reasoned action (Fishbein &
Ajazen, 2010) which proved attitude to be mostly responsible for people’s action. This finding is not unexpected
because attitude as an affective variable can cause a change in one’s behaviour towards a thing. Thus, attitudes
have the capability of influencing students’ cognitive, social and emotional orientations toward education
related activities and programmes, and hence can predict students’ academic achievement in chemistry than any
other variable.
VII. Conclusion, Implications And Recommendations
In the present study, metacognition and attitude were found to be good predictors of students’ academic
achievement as they significantly correlate with chemistry achievement score, though attitude seems to predict
or contribute more significantly than metacognition. The implication of this is that no matter how skillful or
highly metacognitive a learner may be, if he lacks the will (attitude or interest) to actively engage in learning
he will not be able to activate his cognitive processes or use the desired metacognitive skills for effective
learning. A combination of metacognition and attitude is considered si-ne qua non for students to engage in self-
regulated learning and achieve academic success. Thus we are of the belief that development of students’
metacognition and attitude is very critical in enhancing students’ learning and academic achievement in
chemistry. Therefore parents, teachers, curriculum designers and school heads should consider these factors as
important correlates of academic success, and so strive to develop them in students.
Limitations of the study
This study has two limitations. One of which is that the sample used may not give a true representation
of public coeducational secondary school chemistry students in PHALGA educational zone. Another limitation
is the survey nature of the study in which the methods used in obtaining data was purely based on students’ self-
reported questionnaire, and so no doubt that there may be discrepancy between what the students reported and
what they actually do since they are likely to give responses that are not applicable to them. So, replicating this
study using a larger sample as well as using observational techniques in obtaining data on students’
metacogniton and attitude will help in ascertaining the veracity of the study.
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