Investigating Metacognitive Awareness and Self-Efficacy of High School Students through Prompted Reflections in Mathematics and Science

Loading...
Thumbnail Image

Journal Title

Journal ISSN

Volume Title

Publisher

The British University in Dubai (BUiD)

Abstract

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.

Description

Citation

Endorsement

Review

Supplemented By

Referenced By