Metacognitive skills and the development of metacognition in the classroom

Saemah Rahman, Ruhizan Mohammad Yasin, Siti Rahayah Ariffin, Najmi Hayati, Suriani Yusoff

Research output: Chapter in Book/Report/Conference proceedingConference contribution

2 Citations (Scopus)

Abstract

Review of literature suggested that students with good metacognitive skills will be able to learn effectively. Thus, promoting metacognitive development in the classroom will help students become efficient learners. The objective of this study was to examine student's perception on seven aspects of metacognitive development activities in the classroom and its relationship to student's metacognitive skills. A total of 160 secondary school students involved in this study. Data collection was conducted using questionnaires to assess student's metacognitive skills and their perceptions on metacognitive development activities in the classroom. Results of the study showed that 'metacognitive reflection' activity contributed significantly to the variation in students' metacognitive skills, however, the study also found the lack of attention to this aspect by teachers in the classroom. Hence, the study suggested that effort should be geared to encourage teachers to consider the 'metacognitive reflection' activities in the classroom.

Original languageEnglish
Title of host publicationInternational Conference on Education and Educational Technologies - Proceedings
Pages347-351
Number of pages5
Publication statusPublished - 2010
Event9th WSEAS International Conference on Education and Educational Technology, EDU'10 - Iwate
Duration: 4 Oct 20106 Oct 2010

Other

Other9th WSEAS International Conference on Education and Educational Technology, EDU'10
CityIwate
Period4/10/106/10/10

Fingerprint

classroom
student
teacher
secondary school
questionnaire
lack

Keywords

  • Metacognition
  • Metacognitive development
  • Metacognitive reflection
  • Metacognitive skill

ASJC Scopus subject areas

  • Education

Cite this

Rahman, S., Mohammad Yasin, R., Ariffin, S. R., Hayati, N., & Yusoff, S. (2010). Metacognitive skills and the development of metacognition in the classroom. In International Conference on Education and Educational Technologies - Proceedings (pp. 347-351)

Metacognitive skills and the development of metacognition in the classroom. / Rahman, Saemah; Mohammad Yasin, Ruhizan; Ariffin, Siti Rahayah; Hayati, Najmi; Yusoff, Suriani.

International Conference on Education and Educational Technologies - Proceedings. 2010. p. 347-351.

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Rahman, S, Mohammad Yasin, R, Ariffin, SR, Hayati, N & Yusoff, S 2010, Metacognitive skills and the development of metacognition in the classroom. in International Conference on Education and Educational Technologies - Proceedings. pp. 347-351, 9th WSEAS International Conference on Education and Educational Technology, EDU'10, Iwate, 4/10/10.
Rahman S, Mohammad Yasin R, Ariffin SR, Hayati N, Yusoff S. Metacognitive skills and the development of metacognition in the classroom. In International Conference on Education and Educational Technologies - Proceedings. 2010. p. 347-351
Rahman, Saemah ; Mohammad Yasin, Ruhizan ; Ariffin, Siti Rahayah ; Hayati, Najmi ; Yusoff, Suriani. / Metacognitive skills and the development of metacognition in the classroom. International Conference on Education and Educational Technologies - Proceedings. 2010. pp. 347-351
@inproceedings{120c0f783e904282952f4f112d964167,
title = "Metacognitive skills and the development of metacognition in the classroom",
abstract = "Review of literature suggested that students with good metacognitive skills will be able to learn effectively. Thus, promoting metacognitive development in the classroom will help students become efficient learners. The objective of this study was to examine student's perception on seven aspects of metacognitive development activities in the classroom and its relationship to student's metacognitive skills. A total of 160 secondary school students involved in this study. Data collection was conducted using questionnaires to assess student's metacognitive skills and their perceptions on metacognitive development activities in the classroom. Results of the study showed that 'metacognitive reflection' activity contributed significantly to the variation in students' metacognitive skills, however, the study also found the lack of attention to this aspect by teachers in the classroom. Hence, the study suggested that effort should be geared to encourage teachers to consider the 'metacognitive reflection' activities in the classroom.",
keywords = "Metacognition, Metacognitive development, Metacognitive reflection, Metacognitive skill",
author = "Saemah Rahman and {Mohammad Yasin}, Ruhizan and Ariffin, {Siti Rahayah} and Najmi Hayati and Suriani Yusoff",
year = "2010",
language = "English",
isbn = "9789604742325",
pages = "347--351",
booktitle = "International Conference on Education and Educational Technologies - Proceedings",

}

TY - GEN

T1 - Metacognitive skills and the development of metacognition in the classroom

AU - Rahman, Saemah

AU - Mohammad Yasin, Ruhizan

AU - Ariffin, Siti Rahayah

AU - Hayati, Najmi

AU - Yusoff, Suriani

PY - 2010

Y1 - 2010

N2 - Review of literature suggested that students with good metacognitive skills will be able to learn effectively. Thus, promoting metacognitive development in the classroom will help students become efficient learners. The objective of this study was to examine student's perception on seven aspects of metacognitive development activities in the classroom and its relationship to student's metacognitive skills. A total of 160 secondary school students involved in this study. Data collection was conducted using questionnaires to assess student's metacognitive skills and their perceptions on metacognitive development activities in the classroom. Results of the study showed that 'metacognitive reflection' activity contributed significantly to the variation in students' metacognitive skills, however, the study also found the lack of attention to this aspect by teachers in the classroom. Hence, the study suggested that effort should be geared to encourage teachers to consider the 'metacognitive reflection' activities in the classroom.

AB - Review of literature suggested that students with good metacognitive skills will be able to learn effectively. Thus, promoting metacognitive development in the classroom will help students become efficient learners. The objective of this study was to examine student's perception on seven aspects of metacognitive development activities in the classroom and its relationship to student's metacognitive skills. A total of 160 secondary school students involved in this study. Data collection was conducted using questionnaires to assess student's metacognitive skills and their perceptions on metacognitive development activities in the classroom. Results of the study showed that 'metacognitive reflection' activity contributed significantly to the variation in students' metacognitive skills, however, the study also found the lack of attention to this aspect by teachers in the classroom. Hence, the study suggested that effort should be geared to encourage teachers to consider the 'metacognitive reflection' activities in the classroom.

KW - Metacognition

KW - Metacognitive development

KW - Metacognitive reflection

KW - Metacognitive skill

UR - http://www.scopus.com/inward/record.url?scp=79958696255&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=79958696255&partnerID=8YFLogxK

M3 - Conference contribution

AN - SCOPUS:79958696255

SN - 9789604742325

SP - 347

EP - 351

BT - International Conference on Education and Educational Technologies - Proceedings

ER -