Effect of Metacognitive Learning Strategy on Academic Achievement of Business Education Students at Ahmadu Bello University, Zaria (original) (raw)
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European Journal of Educational Research
A Descriptive-correlational study was sought to investigate the influence of metacognition on the academic achievement and learning style of undergraduate students. Using the survey method, data was collected from a sample of 150 undergraduate students selected through a stratified random sampling technique which includes 50 students each from the three schools namely School of Humanities and Social sciences (HSS), School of Engineering (SOE), and School of Sciences (SOS) of Tezpur University. The tools used are five-point Likert-type Metacognitive skills scale and five-point Likert-type Learning Style Inventory. Academic Achievement of the students was measured based on the semester grade point average SGPA obtained in the semester examination. The data were analyzed using percentage, simple regression, multiple regression and one-way ANOVA. The result showed that only 34-36% of the undergraduate students have above-average metacognitive skills. The undergraduate students have equa...
A Metacognition Study: Relationship with Students’ Academic Achievement"
Metacognitive knowledge includes knowledge about one's ability to understand, control, and manipulate one's cognitive processes. It includes knowing when and where to use particular strategies for learning and problem solving as well as how and why to use specific strategies.This research article briefly describes the metacognition of college students with regard to gender andrelationship between metacognition and academic achievement. In order to study the problem, the survey method was used to collect the data. The sample for the study was collected from the three degree colleges of Sonipat city(Haryana).80 students(40 male and 40 female) were randomly selected only from 1 st year form all discipline. Score obtained in class 12 th by the selected students, divided in two groups i.e. high scorer(above 65%) and low scorer (below 65%) were recorded for testing their level of Academic Achievement. Metacognitive inventory developed by Govil P. (2003) was administered to the selected sample to assess metacognition. The data so collected was analyzed statistically by employing Mean, SD and t-test. The finding reveals that the level of metacognition of most of the female students is found to be higher than male students. The researchreveals that there is significant difference between male and female students in their metacognition but there is no significant difference in metacognition and academic achievement of high and low scorer. Moreover to this the academic achievement is less affected by metacognition means results found a low degree of correlation between both.
The effect of cognitive and metacognitive strategies in academic achievement: A systematic review
The existence of different researches on the relationship between learning strategies and academic achievement indicates the positive and efficient influence of these strategies on the learning process. The present study was conducted using the systematic review method, and with the aim of investigating the effect of cognitive and metacognitive strategies on academic achievement. The population of the present study is available studies related to the effects of cognitive and metacognitive strategies on academic achievement in Iran and abroad. The period of investigation of internal articles was from 2004 to 2014, and the period of the investigation of articles published in other countries was from 2000 to 2014. The results of different research indicated that learning strategies such as cognitive and metacognitive strategies have had the most effects on academic achievement of school and university students in different courses. In general, it can be said that learning strategies, from each type (cognitive and metacognitive) in all studies (experimental, quasi-experimental, relational or correlational), in all learners (females and males) are very effective on the degree of their learning in different courses (experimental sciences, mathematics, and English Language).
Fostering metacognitive skill: A means to improve students’ academic achievement
Biosfer, 2021
Metacognition is one of the five key learning skills in the 21st century. This research aims to describe the profile of the students' metacognitive skills in biology learning at Tangerang Selatan Senior High School. This type of research was survey with descriptive approach. The population of this research was students of Senior High school in Tangerang Selatan, Indonesia. Sampling was conducted with stratified sampling, four school was determined by random sampling. Data on metacognitive skills are collected using questionnaires with supporting data in the form of interviews, observations, and documentation. The survey results of metacognitive skills and observation were analyzed using descriptive statistics. Based on the results of the survey, the average planning result is 72.47%, monitoring by 73%, and evaluating by 72.17%. The results showed that students' metacognitive skills in biology are in a strong category so that these skills can support the increase learner a...
2021
Metacognition can help students improve the competencies needed for them to develop high order thinking skill, which will help in the global competition. However, students’ metacognitive skill has yet to receive serious attention from teachers. This study aims to find out the correlation between developing students’ metacognition and their learning results in Math, Reading, and Science. The method used was the quantitative method with correlational analysis using secondary data from 2018 PISA result consisting of questionnaire and scores in Math, Reading, and Science test. The total samples of students were 11.986 students. The hypothesis was tested and analyzed using non-parametric method, through Spearman rank correlation. The result showed that there was a positive and significant correlation between developing students’ metacognition and the learning result in the subjects of Math, Science, and Reading. However, it was a weak correlation. This was partly due to many Indonesian s...
The study on effect of metacognition on secondary school students' performance in mathematics in Gwer-East Local Government Area of Benue State was an attempt to ascertain the effect of metacognitive strategy on students' performance in mathematics and to determine the effect of metacognitive strategy on male and female students' performance in mathematics. The study used a quasi-experimental design. 120 senior secondary one students (SSS1) were used. The experimental group were expose to metacognitive teaching approach while the control group were taught mathematics using the conventional method. The instrument used for data collection was Metacognitive Mathematics Performance Test (MMPT) with a reliability of 0.76 using Kuder-Richardson formula 20. Two hypotheses were formulated and tested at 0.05 level of significance. Analysis of Covariance (ANCOVA) was used to test the hypotheses. Results from the study revealed that students taught mathematics using the metacognitive method approach performed better than those taught mathematics with conventional teaching approach. The study also revealed that both male and female students in the experimental group had a similar performance. The study recommended among others that, rather than viewing mathematics only as a subject or content to be taught, instructors can see them as opportunities for learners to reflect on their learning processes. Teachers can teach learners to use mnemonics to recall steps in a process, such as the order of mathematical operations.
Students’ Perception toward Implementation of Metacognitive Strategy in Higher Education
EDULINK EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL
Metacognitive strategy is described as a thinking strategy of gaining knowledge and comprehension by knowing what students know and what they do not know. Since college students struggle to be successful in their study, they should have an awareness of applying this strategy in learning, so it can empower them to think about their own thinking process, enhance their control over their learning, and increase their autonomy to reach the goals. Therefore, teachers should consider incorporating metacognitive strategies in designing a lesson plan. This study aims to investigate the students’ perception toward metacognitive strategies used in class. It was done in two classes in D3 English Department. The participants consist of 49 students. Data was gained from distributing questionnaire to students after metacognitive strategies was applied in the class. There are two types of data, quantitative and qualitative data. The quantitative data was analysed using descriptive analysis, the qua...
EXAMINING THE EFFECT OF METACOGNITIVE SKILLS ON PERFORMANCE OF STUDENTS
Researchers suggested that students with good metacognitive skills will be able to learn effectively. Thus, promoting metacognitive development in the classroom will help students to become efficient learners. This paper is an attempt to examine the effect of metacognitive skills on performance of students in the classroom. Many researchers believe that metacognitive skills holds great deal of promise for helping students do better. Metacognition becomes essential when tasks are more challenging. Researchers found that metacognitive ability tends to associate positively with academic attainment of high school pupils. By practicing and applying metacognitive skills, students will become good readers, capable of handling any text across a curriculum. There is a lack of attention to this aspect by teachers in the classroom. Hence, the effort should be geared to encourage teachers to consider the 'metacognitive reflection' activities in the classroom.
This study investigated the effects of learning strategies instruction on metacognitive knowledge, metacognitive skills, and achievement. An experimental pre-test/post-test control group design was used in the research. The study was conducted in the 2008-2009 school year on 6th grade students at Orgeneral Tural and Dikmeli Primary Schools located in the city center of Konya. Forty-two students participated in the study, 21 in the experimental group and 21 in the control group. Groups were equalized on the basis of the Learning Strategies Scale, Turkish Lesson Metacognitive Knowledge Interview Form, and pre-test results of Turkish Lesson Achievement Test. In the experimental group, strategy instruction was given by the researcher himself for 15 weeks, using a direct instruction approach. At the end of the study, it was found that learning strategies instruction increased awareness of strategy and metacognitive knowledge and it was effective in using metacognitive skills. It was also found that using metacognitive skills increased achievement.
Metacognitive Skills of Tertiary Level Students
https://www.ceejournal.com/, 2024
Abstract A good metacognition ability is frequently necessary for learners to have a successful academic path. Based on this perspective, this study was conducted to gain insights into the participants' application of metacognitive skills in their academic pursuits. Specifically, this study aimed to determine which metacognitive skills and demographic characteristics affect the college students’ grade point average (GPA). This study recruited 100 participants from two private colleges and used a modified instrument to collect the data. The data were analysed using descriptive statistical tools and multiple regression. The results showed that motivation as an indicator of metacognitive skills emerged as the single determinant of participants’ academic achievement. However, their demographic characteristics had no effect on their GPA. These findings implied by the conduct of further studies that explore the crucial role of motivation and other mechanisms that impact academic performance.