Measuring Students' Metacognition in Real-Life Situations
In: American annals of the deaf: AAD, Volume 148, Issue 3, p. 233-242
ISSN: 1543-0375
Metacognitive performance of four groups of students (hearing
high-achieving, hearing average-achieving, hearing underachieving, and
deaf and hard of hearing) in first through third grade in the United
Arab Emirates was examined and compared. Metacognition was measured using
analyses of pictures depicting real-life problematic events, situations,
and behaviors. Participants drew on their ability to apply problem
solving and logical reasoning through visual analysis and discrimination
of test materials rather than through verbal analysis. Results revealed
that metacognition is influenced by students' age. Older students
scored significantly higher on the metacognitive measure than younger
students. Further analysis indicated that hearing high-achieving students
scored significantly higher on the test than the other three groups when
the age variable was controlled for. Deaf and hard of hearing students
performed similarly to age-matched hearing students in applying reasoning
skills to real-life situations.