Suchergebnisse

Abstract
Metacognition consists of knowledge of cognition (metacognitive knowledge) and regulation of cognition (metacognitive regulatory skills). The growing emphasis on student/learner-centered teaching at various educational levels including universities has led to recommendations for increased use of metacognitive strategies in traditional classrooms and online classrooms. This study examined metacognitive awareness among university students. The study population included 210 undergraduates and postgraduates studying biology or genetics among their regular courses in the university. Participants provided responses to the 52-item Metacognitive Awareness Inventory (MAI) instrument that captures self-assessed level of agreement to items assessing metacognitive knowledge and metacognitive regulatory skills. We conducted statistical analysis on the data collected. Mean self-assessed MAI scores was 79.9% (41.6/52), with metacognitive regulation scores of 80.1% (28.0/35) higher than metacognitive knowledge. Metacognitive awareness tends to decrease with level of study. Metacognitive regulation associated significantly with level of study (p=0.0127) or level of study and field of biology together (p=0.005). Students think highly of their metacognitive awareness especially in the regulation of cognition and this self-belief tended to reduce with year of study. The results provide baseline for future studies and global comparisons.