Student learning style and preferences for the promotion of metacognitive development activities in science class

Saemah Rahman, Mazli Sham Abdullah, Ruhizan Mohammad Yasin, T. Subahan Mohd Meerah, Lilia Halim, Ruslin Amir

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

The promotion of students' metacognitive skills will help develop self-directed learners who possess a very important characteristic for lifelong learning. Past studies have suggested a framework to promote metacognitive development in the classroom. This study aims to identify any differences by preferred learning style in student's preferences regarding strategies to promote metacognitive skills development in the classroom. The study sample consisted of 161 science-stream students from six secondary schools in Malaysia. Two instruments were used to collect the data on the student's learning style and their strategic preferences for promoting metacognitive skills development in their Science Classes. The data were analysed descriptively using SPSS v 18.0 Overall, the study showed that the most preferred metacognitive development activities regardless of dominant learning style were emotional support, teacher's encouragement and motivation and students voice (the feeling that student's own voice was being heard) respectively. The results indicated that students need encouragement and support from teachers to develop their metacognitive skills.

Original languageEnglish
Pages (from-to)11-16
Number of pages6
JournalWorld Applied Sciences Journal
Volume14
Issue numberSPL ISS 2
Publication statusPublished - 2011

Fingerprint

promotion of development
science
learning
student
classroom
SPSS
lifelong learning
teacher
Malaysia
secondary school
promotion

Keywords

  • Learning styles
  • Metacognitive development
  • Metacognitive skills
  • Teaching strategy preference

ASJC Scopus subject areas

  • General

Cite this

Student learning style and preferences for the promotion of metacognitive development activities in science class. / Rahman, Saemah; Abdullah, Mazli Sham; Mohammad Yasin, Ruhizan; Subahan Mohd Meerah, T.; Halim, Lilia; Amir, Ruslin.

In: World Applied Sciences Journal, Vol. 14, No. SPL ISS 2, 2011, p. 11-16.

Research output: Contribution to journalArticle

@article{98b19c604fd44f1c9755b6d32b078882,
title = "Student learning style and preferences for the promotion of metacognitive development activities in science class",
abstract = "The promotion of students' metacognitive skills will help develop self-directed learners who possess a very important characteristic for lifelong learning. Past studies have suggested a framework to promote metacognitive development in the classroom. This study aims to identify any differences by preferred learning style in student's preferences regarding strategies to promote metacognitive skills development in the classroom. The study sample consisted of 161 science-stream students from six secondary schools in Malaysia. Two instruments were used to collect the data on the student's learning style and their strategic preferences for promoting metacognitive skills development in their Science Classes. The data were analysed descriptively using SPSS v 18.0 Overall, the study showed that the most preferred metacognitive development activities regardless of dominant learning style were emotional support, teacher's encouragement and motivation and students voice (the feeling that student's own voice was being heard) respectively. The results indicated that students need encouragement and support from teachers to develop their metacognitive skills.",
keywords = "Learning styles, Metacognitive development, Metacognitive skills, Teaching strategy preference",
author = "Saemah Rahman and Abdullah, {Mazli Sham} and {Mohammad Yasin}, Ruhizan and {Subahan Mohd Meerah}, T. and Lilia Halim and Ruslin Amir",
year = "2011",
language = "English",
volume = "14",
pages = "11--16",
journal = "World Applied Sciences Journal",
issn = "1818-4952",
publisher = "International Digital Organization for Scientific Information",
number = "SPL ISS 2",

}

TY - JOUR

T1 - Student learning style and preferences for the promotion of metacognitive development activities in science class

AU - Rahman, Saemah

AU - Abdullah, Mazli Sham

AU - Mohammad Yasin, Ruhizan

AU - Subahan Mohd Meerah, T.

AU - Halim, Lilia

AU - Amir, Ruslin

PY - 2011

Y1 - 2011

N2 - The promotion of students' metacognitive skills will help develop self-directed learners who possess a very important characteristic for lifelong learning. Past studies have suggested a framework to promote metacognitive development in the classroom. This study aims to identify any differences by preferred learning style in student's preferences regarding strategies to promote metacognitive skills development in the classroom. The study sample consisted of 161 science-stream students from six secondary schools in Malaysia. Two instruments were used to collect the data on the student's learning style and their strategic preferences for promoting metacognitive skills development in their Science Classes. The data were analysed descriptively using SPSS v 18.0 Overall, the study showed that the most preferred metacognitive development activities regardless of dominant learning style were emotional support, teacher's encouragement and motivation and students voice (the feeling that student's own voice was being heard) respectively. The results indicated that students need encouragement and support from teachers to develop their metacognitive skills.

AB - The promotion of students' metacognitive skills will help develop self-directed learners who possess a very important characteristic for lifelong learning. Past studies have suggested a framework to promote metacognitive development in the classroom. This study aims to identify any differences by preferred learning style in student's preferences regarding strategies to promote metacognitive skills development in the classroom. The study sample consisted of 161 science-stream students from six secondary schools in Malaysia. Two instruments were used to collect the data on the student's learning style and their strategic preferences for promoting metacognitive skills development in their Science Classes. The data were analysed descriptively using SPSS v 18.0 Overall, the study showed that the most preferred metacognitive development activities regardless of dominant learning style were emotional support, teacher's encouragement and motivation and students voice (the feeling that student's own voice was being heard) respectively. The results indicated that students need encouragement and support from teachers to develop their metacognitive skills.

KW - Learning styles

KW - Metacognitive development

KW - Metacognitive skills

KW - Teaching strategy preference

UR - http://www.scopus.com/inward/record.url?scp=84865027014&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84865027014&partnerID=8YFLogxK

M3 - Article

VL - 14

SP - 11

EP - 16

JO - World Applied Sciences Journal

JF - World Applied Sciences Journal

SN - 1818-4952

IS - SPL ISS 2

ER -