scholarly journals Metacognitive monitoring and learning gain in foundation chemistry

2014 ◽  
Vol 15 (1) ◽  
pp. 94-104 ◽  
Author(s):  
Kgadi C. Mathabathe ◽  
Marietjie Potgieter
Keyword(s):  
Classroom Environment ◽  
Time Management ◽  
Teaching And Learning ◽  
Self Regulation ◽  
Positive Contribution ◽  
Metacognitive Skills ◽  
Metacognitive Monitoring ◽  
Learning Gain ◽  
Self Evaluation ◽  
Before And After

The ability to make realistic judgements of one's performance is a demonstration of the possession of strong metacognitive skills. In this study we investigate the relationship between accuracy of self-evaluation as an expression of metacognitive skill, and learning gain in stoichiometry. The context is an academic development programme at a South African University offered for under-prepared students enrolled for science and engineering. These students generally exhibit unrealistically high levels of confidence in performance and this could potentially place them at risk by negatively affecting decisions regarding time management and self-regulation. We investigated whether overconfidence before instruction is corrected upon exposure to teaching. A three-tier stoichiometry test was used to collect qualitative and quantitative data before and after instruction. Findings indicate that the majority of the students were overconfident in the evaluation of their performance in both the pre- and posttests. Overconfidence was not a debilitating disposition when demonstrated in the pretest provided that it was corrected during teaching and learning. The most vulnerable students were those that judged their performance or lack thereof realistically in the pretest but became overconfident during the teaching and learning of stoichiometry. Our results suggest that under-prepared students are slow in developing accurate metacognitive monitoring skills within a classroom environment that did not include instruction focused on the development of such skills. We recommend a proactive and constructive response by educators which may reduce the incidence of failure and preserve the positive contribution of confidence, albeit excessively positive.

Sharing Insights

2012 ◽  
pp. 340-358
Author(s):  
Carmen Pérez-Fragoso
Keyword(s):  
Time Management ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Self Regulation ◽  
Institutional Support ◽  
Cultural Issues ◽  
Online Teaching And Learning ◽  
Online Teachers ◽  
The Individual ◽  
Pedagogical Relationship

The case presents an analysis of the postings of a group of online teachers from a Mexican public university as they confront the challenges and rewards of their day-to-day teaching activities. They commented on their problems and accomplishments in a discussion forum during one semester. The problems included academic-administrative issues, difficulties of students in the appropriation of the platforms and the self-regulation of their learning, time management, negotiation and penalization of tasks delayed, and other pedagogical concerns to the lack of institutional support. The findings suggest that the problems that online teachers face share specific characteristics and, according to the teachers, are mostly due to the pedagogical relationship being technologically mediated. Through the analysis, the author hopes to illustrate the complex technological, organizational, and cultural issues that accompany online teaching and learning, and how the institution and the individual teachers dealt with them.

scholarly journals Happiness Measurement Via Classroom Based on Face Tracking

2019 ◽  
Vol 3 (1) ◽  
pp. 9
Author(s):  
Muzhir Shaban Al-Ani
Keyword(s):  
Facial Expression ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Raspberry Pi ◽  
Emotional Facial Expression ◽  
High Definition ◽  
Short Period ◽  
Before And After ◽  
Classroom Lesson ◽  
Happy Expression

Teaching and learning are important factors in our life, so, increasing the happiness during class cause raising the ability of learning. This research focused on the evaluation of the learning process via classroom before and after applying the proposed method. One of the big challenge during classroom lesson, the students after a short period of time (about 10-15 minutes) at the beginning of the session, turn off their minds and remain absolutely out of understanding. Our goal is to revitalize the classroom environment so that you are always attentive to the lecture. The proposed approach aims to track and detect the emotional facial expression and transient from emotional facial expression to raise the happy expression in order to reach the classroom happiness. Image processing issue is an important part of this approach in which based on face recognition and tracking, then evaluates the students’ happiness according to the proposed mode that located in the classroom. This model is implemented from Raspberry Pi device, tracking camera and high definition screen. The implemented algorithm allows you to continue of face tracing and make rising of happiness as possible. Increasing happiness is an important factor in making students more attractive and more understanding for the classroom lecture. This approach is implemented to cover both software and hardware, so, it is acceptable to work in real time.

scholarly journals METACOGNITIVE STRATEGIES AND THEIR IMPLEMENTATION INTO THE ESP CLASSROOM IN THE CONTEXT OF DISTANCE LEARNING

2021 ◽  
Vol 1 (193) ◽  
pp. 333-337
Author(s):  
Inesa Baybakova ◽  
◽  
Oleksandra Hasko ◽  
Keyword(s):  
Distance Learning ◽  
Online Education ◽  
Time Management ◽  
Time Frame ◽  
Metacognitive Strategies ◽  
Educational Process ◽  
Educational Outcome ◽  
Metacognitive Skills ◽  
Metacognitive Monitoring ◽  
Mutual Correlation

The article deals with metacognition as the notion in general and its strategies in particular implemented into the ESP course since online education has revealed the importance of some distance learning aspects, metacognitive strategies being part of them. The latest research and publications analysis prove that in spite of the fact that metacognition has been much researched and implemented into teaching and learning in EFL/ESL classroom concerning a foreign language it has not been deeply considered with regard to ESP. The article is aimed at focusing on metacognition and the corresponding strategies in terms of ESP, metacognitive monitoring, self-regulated studies in the framework of online education. The notion of metacognition being defined as ‘thinking about one’s thinking’ and in a wider sense treated as ‘awareness or analysis of one's own learning or thinking processes’ is applied to plan, monitor, and assess one’s understanding and performance. It comprises a person’s awareness of oneself not only in terms of his/her thinking and learning but also of seeing himself/herself as a thinker and learner. Thus, there exists mutual correlation between students ’ success and their metacognitive knowledge: the higher level of metacognition, the better educational outcome and vice versa. Developed metacognitive skills enhance learners’ motivational perspective, increase their ability to clearly understand objectives and tasks set enabling them to study and master new material faster due to efficient approaches used and proper strategies applied which is especially important for online learners as it requires considerable control and time management in a limited time frame for the ESP course and mixed grouping. The above mentioned findings have proved to be worth further focusing on being crucial from the point of view of ESP metacognitive strategies for regulating students ’ educational process, conducting metacognitive monitoring as well as performing self-regulated learning which is ofparticular importance under current circumstances in the framework of online education.

Sharing Insights

2010 ◽  
pp. 184-197
Author(s):  
Carmen Pérez-Fragoso
Keyword(s):  
Time Management ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Self Regulation ◽  
Institutional Support ◽  
Cultural Issues ◽  
Online Teaching And Learning ◽  
Online Teachers ◽  
The Individual ◽  
Pedagogical Relationship

The case presents an analysis of the postings of a group of online teachers from a Mexican public university as they confront the challenges and rewards of their day-to-day teaching activities. They commented on their problems and accomplishments in a discussion forum during one semester. The problems included academic-administrative issues, difficulties of students in the appropriation of the platforms and the self-regulation of their learning, time management, negotiation and penalization of tasks delayed and other pedagogical concerns to the lack of institutional support. The findings suggest that the problems that online teachers face share specific characteristics and, according to the teachers, are mostly due to the pedagogical relationship being technologically mediated. Through the analysis, the author hopes to illustrate the complex technological, organizational and cultural issues that accompany online teaching and learning, and how the institution and the individual teachers dealt with them.

scholarly journals The preliminary study on inverted problem-based learning in biology among science foundation students

2019 ◽  
Vol 8 (4) ◽  
pp. 713
Author(s):  
Azlinah Matawali ◽  
Sitty Nur Syafa Bakri ◽  
Nur Ramziahrazanah Jumat ◽  
Iziana Hani Ismail ◽  
Sazmal Effendi Arshad ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Teaching Method ◽  
Problem Based Learning ◽  
Learning Gain ◽  
Inverted Classroom ◽  
Higher Education System ◽  
Conventional Teaching ◽  
Before And After ◽  
Study Case ◽  
And Mathematics

<span>The emergent of Science, Technology, Engineering and Mathematics (STEM) Education in Malaysia has embarked challenges in higher education system. Conventional teaching methods often cause lower learning gain, fear and bad perceptions among students. The old initiative may also be the cause of students’ demotivation, lower interest in learning a subject or even dropouts. This study was conducted to evaluate the effectiveness of an inverted classroom by using the problem-based method in Biology subject among science foundation students. Students were divided into two groups; experimental (EG) and control (CG) group. A topic in Biology had been selected, and an assessment paper was given to both groups before and after the intervention session. The EG would experience self-learning through given materials and asked to conduct a problem-based learning study case. Meanwhile, the CG would obey the conventional teaching method before given a similar study case. The result reported significant improvement in assessment marks for EG group compared to the CG group. The students’ comparison between the pre- and post-test implies that they have shown positive improvement in understanding the content of the subject tested. This finding will serve as a primary platform to improvise and enhance teaching and learning methodology in biology subject for foundation level.</span>

scholarly journals PROFIL SELF REGULATION MAHASISWA PENDIDIKAN MATEMATIKA FKIP UNIVERSITAS RIAU DI MASA PANDEMI COVID-19

2021 ◽  
Vol 4 (1) ◽  
pp. 1-10
Author(s):  
Hesty Marwani Siregar ◽  
Syarifah Nur Siregar
Keyword(s):  
Mathematics Education ◽  
Time Management ◽  
Self Regulation ◽  
Online Classes ◽  
Education Students ◽  
Self Evaluation ◽  
Evaluation Indicator ◽  
Seeking Help ◽  
Task Strategies ◽  
High Level

This research aims to determine the description of students’ self-regulation of Mathematics Education FKIP at the Universitas Riau during the Covid-19 pandemic. The subjects in this study were 121 students of Mathematics Education, FKIP, Universitas Riau. This research uses a descriptive quantitative approach. The data obtained from students was the score of self-regulation of Mathematics Education students, FKIP, Universitas Riau during the Covid-19 pandemic. The research that was conducted showed that the students' self-regulation were at a moderate level as many as 21 people (17.36%), at a high level as many as 80 people (66.12%), and at a very high level as many as 20 people (16.53%). Meanwhile, the achievement of students' self-regulation for each indicator consisted of a goal-setting indicator of 85.74% with a good category, an indicator of environment structuring of 80.48% in a good category, an indicator of task strategies of 73.17% in a fair category, an indicator of time management is 63.22%% in a fair category, an indicator of seeking help is 73.76% in a fair category, and self-evaluation indicator is 87.6% in a very good category. Based on the self-regulation category of each student and the percentage of self-regulation achievement for each indicator, it can be said that the students of Mathematics Education FKIP Universitas Riau were able to adapt while taking online classes during the Covid-19 pandemic by having good self-regulation.

scholarly journals A Qualitative Research on Self-Regulation Practices of ELT Students in Reading Class

2021 ◽  
Vol 6 (2) ◽  
pp. PRESS
Author(s):  
Harsya Danang Pradana ◽  
Ouda Eda Tena
Keyword(s):  
Teaching Methods ◽  
Research Method ◽  
Teaching And Learning ◽  
Group Discussion ◽  
Self Regulation ◽  
Private University ◽  
Metacognitive Skills ◽  
Student Centered ◽  
Preparation Phase ◽  
Thinking Process

This paper investigates the self-regulation practices in reading classes among students from a private university in Yogyakarta. In an era where students and their thinking process are the centers of the teaching and learning process, each student’s metacognition skills need to adjust the teaching methods used inside and outside the classroom. To that end, students must be aware of their metacognitive skills and self-regulating behaviors. The research method used in this paper was the quantitative method. The researchers used the interview and focused group discussion (FGD) method on gaining information regarding students' awareness of their metacognitive skills and self-regulation habits. The participants were students from a pre-determined private university in Yogyakarta, where the reading classes are known to be student-centered. The results showed that while the students could create strategies and reflect upon said strategies, they still lacked a critical component of self-regulation, namely the preparation phase. This discovery means that the students need to be aware of the importance of preparing to meet specific goals and self-motivation.

scholarly journals Self-Regulated Learning in the University of Tabuk: Gender Differences in Strategy and Outcomes

2021 ◽  
Vol 4 (1) ◽  
pp. 151-165
Author(s):  
Fakhralddin Abbas Mohammed Elfakki ◽  
Marai Mohammed Alamri ◽  
Islam Ashraful ◽  
Mustafa Elnimeiri ◽  
Ehab Frah
Keyword(s):  
Medical Students ◽  
Time Management ◽  
Help Seeking ◽  
Setting Time ◽  
Self Regulation ◽  
Learning Context ◽  
Self Regulated Learning ◽  
Self Evaluation ◽  
Regulated Learning ◽  
The University

Background Self-Regulated Learning (SRL) is defined as the adjustment of the individual's affective, meta-cognitive, and behavioral operations during learning to attain the desired level of academic achievement. It is an important skill for undergraduate students and its ignorance cause anxious behavior, a sense of potential failure, and avoidance of learning situations. Objective The objective of the study was to explore the pattern of SRL among medical students from a student perspective aiming to recognize the learning context and to provide recommendations for future support strategies. Methods This is a cross-sectional study that targeted a total coverage of medical students at the University of Tabuk, Saudi Arabia using a Self-Regulated Learning Questionnaire which composed of six constructs, namely: environment structuring, goal setting, time management, help-seeking, task strategies, and self-evaluation. An independent-samples test, ANOVA, and post-hoc analysis were conducted.   Results Females agreed on regular practice of the four domains namely: "environmental structuring, time management, help-seeking, and self-evaluation", mean scores: 3.7(SD=1.023), 3.42(SD=1.035), 3.68(SD=0.99), 3.54(SD=0.94) respectively. Conclusion This study identified a remarkable difference in SRL among undergraduate medical students. Females outperformed males in self-regulation; however, both genders in the second year have shown a low level in self-regulation in comparison to fifth year medical students. Rwanda J Med Health Sci 2021;4(1):151-165

The implementation of project as cultivation of metacognitive skills

2018 ◽  
Vol 5 (1) ◽  
pp. 75-82
Author(s):  
Kasimatis Katerina ◽  
Papageorgiou Theodora
Keyword(s):  
Digital Literacy ◽  
Teaching And Learning ◽  
Self Regulation ◽  
Authentic Learning ◽  
Metacognitive Skills ◽  
Technological Education ◽  
Self Assessment ◽  
Communicative Skills ◽  
Problem Solving Skills ◽  
Social Communicative

The purpose of this paper is to highlight the effectiveness of the project as a modern technique of teaching and learning. Through a research carried out by students of School of Pedagogical and Technological Education who participated in a project implementation, a variety of benefits have emerged, focusing on the promotion of authentic learning, the cultivation of cognitive, social/communicative and especially metacognitive skills, necessary for the needs of the 21st century. The data were collected through a questionnaire for self-assessment. Our purpose was to explore the skills developed by the students, to detect the obstacles/difficulties they encountered and to explore the strategies that followed by students in order to solve problems during the implementation of the project. Based on the response in the questionnaire, the implementation of a project can lead to the acquisition of metacognitive skills, self-assessment, problem-solving skills, self-regulation, cooperation and communicative skills, digital literacy. Keywords: Authentic learning, metacognitive skills, self-regulation, constructivism, interdisciplinary teaching.

scholarly journals Happiness Measurement Via Classroom Based on Face Tracking

2019 ◽  
Vol 3 (1) ◽  
pp. 9
Author(s):  
Muzhir Shaban Al-Ani
Keyword(s):  
Facial Expression ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Raspberry Pi ◽  
Emotional Facial Expression ◽  
High Definition ◽  
Short Period ◽  
Before And After ◽  
Classroom Lesson ◽  
Happy Expression

Teaching and learning are important factors in our life, so, increasing the happiness during class cause raising the ability of learning. This research focused on the evaluation of the learning process via classroom before and after applying the proposed method. One of the big challenge during classroom lesson, the students after a short period of time (about 10-15 minutes) at the beginning of the session, turn off their minds and remain absolutely out of understanding. Our goal is to revitalize the classroom environment so that you are always attentive to the lecture. The proposed approach aims to track and detect the emotional facial expression and transient from emotional facial expression to raise the happy expression in order to reach the classroom happiness. Image processing issue is an important part of this approach in which based on face recognition and tracking, then evaluates the students’ happiness according to the proposed mode that located in the classroom. This model is implemented from Raspberry Pi device, tracking camera and high definition screen. The implemented algorithm allows you to continue of face tracing and make rising of happiness as possible. Increasing happiness is an important factor in making students more attractive and more understanding for the classroom lecture. This approach is implemented to cover both software and hardware, so, it is acceptable to work in real time.

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