Investigating Metacognitive Awareness and Self-Efficacy of High School Students through Prompted Reflections in Mathematics and Science
Metacognition has been identified as a crucial component of effective learning of mathematics and science education. It entails students recognizing their learning processes, styles, preferences and self-efficacy. The present study aims to determine the effects of metacognitive prompted reflection f...
محفوظ في:
| المؤلف الرئيسي: | |
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| منشور في: |
2014
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| الموضوعات: | |
| الوصول للمادة أونلاين: | http://bspace.buid.ac.ae/handle/1234/675 |
| الوسوم: |
إضافة وسم
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| _version_ | 1862980613866258432 |
|---|---|
| author | Hadi, Lames Bassem Abdul |
| author_facet | Hadi, Lames Bassem Abdul |
| author_role | author |
| dc.creator.none.fl_str_mv | Hadi, Lames Bassem Abdul |
| dc.date.none.fl_str_mv | 2014-10-16T12:18:02Z 2014-10-16T12:18:02Z 2014-04 |
| dc.format.none.fl_str_mv | application/pdf |
| dc.identifier.none.fl_str_mv | 110150 http://bspace.buid.ac.ae/handle/1234/675 |
| dc.language.none.fl_str_mv | en |
| dc.publisher.none.fl_str_mv | The British University in Dubai (BUiD) |
| dc.subject.none.fl_str_mv | metacognition prompted metacognitive reflections self-efficacy metacognitive awareness metacognitive knowledge metacognitive regulation metacognitive intervention |
| dc.title.none.fl_str_mv | Investigating Metacognitive Awareness and Self-Efficacy of High School Students through Prompted Reflections in Mathematics and Science |
| dc.type.none.fl_str_mv | Dissertation |
| description | Metacognition has been identified as a crucial component of effective learning of mathematics and science education. It entails students recognizing their learning processes, styles, preferences and self-efficacy. The present study aims to determine the effects of metacognitive prompted reflection for enhancing students’ metacognitive awareness and self efficacy in Physics and Mathematics classes. A quantitative research approach by employing a pretest-posttest quasi-experimental design was adopted to fulfill the study purposes. The participants were 184 high school students in a K-12 private school in Dubai, the United Arab Emirates. The experimental group participated in metacognitive treatment by responding to prompted reflection questions for six weeks. Data were collected using the Self-Efficacy and Metacognition Learning Inventory (SEMLI-Math & SEMLI-Physics) as a pretest and posttest, and subjected to descriptive and inferential statistics of both metacognitive awareness and selfefficacy. Data analysis revealed that prompted reflections have affected the students’ metacognitive awareness and self-efficacy positively. There was significant improvement in metacognitive awareness and self-efficacy of students in the experimental groups except the physics groups which showed little improvement in self-efficacy. These findings are important as they can guide educators in understanding different metacognitive factors and selecting strategies that improve students’ metacognitive awareness and self-efficacy within the realm of curriculum innovation and change. |
| id | budr_5dc986d04553a46b65dc003cd583fbf2 |
| identifier_str_mv | 110150 |
| language_invalid_str_mv | en |
| network_acronym_str | budr |
| network_name_str | The British University in Dubai repository |
| oai_identifier_str | oai:bspace.buid.ac.ae:1234/675 |
| publishDate | 2014 |
| publisher.none.fl_str_mv | The British University in Dubai (BUiD) |
| repository.mail.fl_str_mv | |
| repository.name.fl_str_mv | |
| repository_id_str | |
| spelling | Investigating Metacognitive Awareness and Self-Efficacy of High School Students through Prompted Reflections in Mathematics and ScienceHadi, Lames Bassem Abdulmetacognitionprompted metacognitive reflectionsself-efficacymetacognitive awarenessmetacognitive knowledgemetacognitive regulationmetacognitive interventionMetacognition has been identified as a crucial component of effective learning of mathematics and science education. It entails students recognizing their learning processes, styles, preferences and self-efficacy. The present study aims to determine the effects of metacognitive prompted reflection for enhancing students’ metacognitive awareness and self efficacy in Physics and Mathematics classes. A quantitative research approach by employing a pretest-posttest quasi-experimental design was adopted to fulfill the study purposes. The participants were 184 high school students in a K-12 private school in Dubai, the United Arab Emirates. The experimental group participated in metacognitive treatment by responding to prompted reflection questions for six weeks. Data were collected using the Self-Efficacy and Metacognition Learning Inventory (SEMLI-Math & SEMLI-Physics) as a pretest and posttest, and subjected to descriptive and inferential statistics of both metacognitive awareness and selfefficacy. Data analysis revealed that prompted reflections have affected the students’ metacognitive awareness and self-efficacy positively. There was significant improvement in metacognitive awareness and self-efficacy of students in the experimental groups except the physics groups which showed little improvement in self-efficacy. These findings are important as they can guide educators in understanding different metacognitive factors and selecting strategies that improve students’ metacognitive awareness and self-efficacy within the realm of curriculum innovation and change.The British University in Dubai (BUiD)2014-10-16T12:18:02Z2014-10-16T12:18:02Z2014-04Dissertationapplication/pdf110150http://bspace.buid.ac.ae/handle/1234/675enoai:bspace.buid.ac.ae:1234/6752021-11-22T05:58:27Z |
| spellingShingle | Investigating Metacognitive Awareness and Self-Efficacy of High School Students through Prompted Reflections in Mathematics and Science Hadi, Lames Bassem Abdul metacognition prompted metacognitive reflections self-efficacy metacognitive awareness metacognitive knowledge metacognitive regulation metacognitive intervention |
| title | Investigating Metacognitive Awareness and Self-Efficacy of High School Students through Prompted Reflections in Mathematics and Science |
| title_full | Investigating Metacognitive Awareness and Self-Efficacy of High School Students through Prompted Reflections in Mathematics and Science |
| title_fullStr | Investigating Metacognitive Awareness and Self-Efficacy of High School Students through Prompted Reflections in Mathematics and Science |
| title_full_unstemmed | Investigating Metacognitive Awareness and Self-Efficacy of High School Students through Prompted Reflections in Mathematics and Science |
| title_short | Investigating Metacognitive Awareness and Self-Efficacy of High School Students through Prompted Reflections in Mathematics and Science |
| title_sort | Investigating Metacognitive Awareness and Self-Efficacy of High School Students through Prompted Reflections in Mathematics and Science |
| topic | metacognition prompted metacognitive reflections self-efficacy metacognitive awareness metacognitive knowledge metacognitive regulation metacognitive intervention |
| url | http://bspace.buid.ac.ae/handle/1234/675 |