ASSESSMENT OF METACOGNITION OF ELEMENTARY SCHOOL LEARNERS IN SCIENCE: INCLINATIONS AND CONCERNS

2021 ◽  
pp. 58-60
Author(s):  
Priyaranjan Dash ◽  
B. N. Panda
Keyword(s):  
Metacognitive Awareness ◽  
Skill Assessment ◽  
Knowledge Assessment ◽  
Metacognitive Skills ◽  
Government Schools ◽  
Eastern State ◽  
Elementary School Learners ◽  
Rural Student ◽  
Rural Locality ◽  
Better Than

Metacognition, 'the cognition of cognition' in the layman language is basically the control and coordination of any individual on his/her own learning and knowing process. This piece of work is conned to four components of metacognition of children assessed in science in later elementary as well as early secondary age of schooling in Mayurbhanj district of Odisha, an eastern state of India. While children reading in classes VI, and VIII of Government schools of the state are the main targets of the study the study also appreciates the cognitive and metacognitive consequences of schooling. Development of these competencies as consequences of schooling in grade VI and VIII were assessed by using the Metacognitive Knowledge Assessment Test (MKAT), Metacognitive Skill Assessment Test (MSAT), Metacognitive Attribution Assessment Test (MAAT) and Metacognitive Awareness Assessment Scale (MAAS) . In this study it was found that all the components of Metacognition increases with grade. Ethnicity is having signicant impact on these competencies i.e. learners with different ethnic background were distinct with their performances in metacognitive components. The learners from different locality are almost equally competent in all the competencies of except metacognitive skills, where rural student perform signicantly better than their counter parts of rural locality in all the grades as well as ethnicity

A Highly Scalable, Modular Architecture for Computer Aided Assessment e-Learning Systems

2011 ◽  
pp. 45-63 ◽  
Author(s):  
Krzysztof Gierlowski ◽  
Krzysztof Nowicki
Keyword(s):  
Distribution Systems ◽  
Learning Systems ◽  
Skill Assessment ◽  
Knowledge Assessment ◽  
Great Success ◽  
Production Environment ◽  
Modular Architecture ◽  
Web Based ◽  
Assessment Tasks ◽  
E Learning

In this chapter, the authors propose a novel e-learning system, dedicated strictly to knowledge assessment tasks. In its functioning it utilizes web-based technologies, but its design differs radically from currently popular e-learning solutions which rely mostly on thin-client architecture. The authors’ research proved that such architecture, while well suited for didactic content distribution systems is ill-suited for knowledge assessment products. In their design, they employed loosely-tied distributed system architecture, strict modularity, test and simulation-based knowledge and skill assessment and an our original communications package called Communication Abstraction Layer (ComAL), specifically designed to support communication functions of e-learning systems in diverse network conditions (including offline environment and content aware networks).The system was tested in production environment on Faculty of Electronics, Telecommunications and Informatics, Technical University of Gdansk with great success, reducing staff workload and increasing efficiency of didactic process. The tests also showed system’s versatility in classroom, remote and blended learning environments.

The English-Only Myth

2013 ◽  
Vol 37 (3) ◽  
pp. 271-279 ◽  
Author(s):  
A. Giridhar Rao
Keyword(s):  
Private Schools ◽  
Education System ◽  
Social Inequalities ◽  
Mother Tongue ◽  
Government Schools ◽  
English Only ◽  
Multilingual Education ◽  
Medium Education ◽  
Education In India ◽  
Better Than

The first section of this overview starts by briefly sketching the state of the school education system in India. We then note that English-medium private schools are often not much better than government schools (whether English-medium or not). The second section argues that English-medium education in India must be seen in the larger context of a mother-tongue-medium education. English-medium-only education in India gives poor educational results, and it increases social inequalities. The way forward lies in a mother-tongue-based multilingual education that includes English.

scholarly journals Examination of Reading Strategies Metacognitive Awareness Levels of French Foreign Language Students in Terms of Various Variables

2021 ◽  
Vol 11 (5) ◽  
pp. 31
Author(s):  
Zühre Yılmaz Güngör
Keyword(s):  
Foreign Language ◽  
Reading Strategies ◽  
Metacognitive Awareness ◽  
French Language ◽  
Metacognitive Skills ◽  
Course Success ◽  
Complex Process ◽  
Significant Difference ◽  
Faculty Of Education ◽  
Effective Use

The act of reading is a complex process in which learners rush their cognitive and metacognitive skills to fonction. The effective use of metacognitive skills is regarded as an important feature becoming prominent in successful reading. In order to exercise reading strategies effectively, students are required to have developed metacognitive awareness. In this study, the level of metacognitive awareness of reading strategies and whether metacognitive awareness varies according to variables such as gender and reading course success have been examined in the 1st grade students studying at Anadolu University Faculty of Education Program of French Language Teaching Program. 32 students voluntarily participated in the study, 19 of whom were Females and 13 of whom were Males. The data of the study have been collected with the Turkish version of the 30-item 5-point Likert-type Metacognitive Awareness of Reading Strategies Inventory (MARSI) developed by Mokhtari & Reichard (2002) and adapted into Turkish by Öztürk (2012). According to the findings, students' reading strategies were revealed to have high levels of metacognitive awareness. However, it has been further observed that the level of metacognitive awareness of students' reading course success grades and reading strategies did not make a significant difference in terms of gender. Similarly, it has been observed that there was no significant difference between the students' reading strategies and metacognitive awareness levels and their success grades in the reading course.

scholarly journals PENDEKATAN METAKOGNISI SEBAGAI ALTERNATIF PEMBELAJARAN MATEMATIKA

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Euis Anih
Keyword(s):  
Communication Skills ◽  
Positive Attitude ◽  
Mathematics Learning ◽  
Metacognitive Awareness ◽  
Mathematical Communication ◽  
Student Responses ◽  
Learning Mathematics ◽  
Quasi Experimental ◽  
Learning Data ◽  
Better Than

Learning that challenges students to communicate their ideas will make students try to solve the problems they experience in learning mathematics, but the ability of students to communicate and solve problems is very dependent on their awareness of what they know and how to do this. This is related to their metacognitive awareness. Metacognition is the awareness of our thinking so that we can perform specific tasks, and then use this awareness to control what we do. This research was carried out with the aim of: 1) knowing the achievement of students' mathematical communication skills after using the metacognitive approach compared to those using conventional learning, 2) knowing the increase in mathematical communication skills of students who received learning with a metacognition approach and those who received conventional learning, 3) knowing the response students towards learning by using metacognitive learning. Data were collected from students' mathematical communication skills tests in the form of essay questions and student questionnaires. Questionnaires were given to all experimental class students with the aim of knowing students' responses to mathematics learning using metacognition learning. This research is a quasi-experimental study with an experimental class design, namely Pretest-Treatment-Postest, while the control class is Pretest-Postest. From the results of data analysis with a significant level of = 0.05, it shows that the achievement of mathematical communication skills of students who get learning with a metacognitive approach is better than conventional learning. The improvement of mathematical communication skills of students who received mathematics learning with a metacognitive approach was better than the mathematical communication skills of students who received conventional learning. The improvement in mathematical communication skills of students who received mathematics learning with cooperative learning of the TGT type was in the medium category, while students who received conventional learning had an increase in the low category. Based on the results of the analysis of student responses to metacognition learning, it shows that students have a positive attitude towards learning mathematics with a metacognitive approach.

scholarly journals Knowledge Assessment of BSc Nursing 4th Year Students about Breathing Exercises during First Stage of Labour

2020 ◽  
Vol 09 (02) ◽  
pp. 17-20
Author(s):  
Sharda Nagvanshi ◽  
Keyword(s):  
Nursing Students ◽  
Demographic Data ◽  
Knowledge Assessment ◽  
Traumatic Experience ◽  
Breathing Exercise ◽  
Breathing Exercises ◽  
Post Test ◽  
Level Of Knowledge ◽  
Better Than ◽  
Structured Questionnaire

Background: For a woman, labour is both the most exciting and the most traumatic experience. Women have varying pain thresholds and deal with pre-labour anxiety in various ways. The aim of this study was to assess the knowledge of BSc Nursing students about breathing exercises that can be done during the first stage of labour. Methods: An experimental research design with one group pre- and post-test was selected. The sample size was 30 BSc Nursing 4th year students. Demographic data, as well as a self-structured questionnaire was used to assess their level of knowledge regarding breathing exercises. Result and Conclusion: The post-test knowledge scores o the participants were better than the pre-test knowledge scores. Thus the study clearly shows that there was a significant gain in the knowledge of BSc Nursing students after the interventions on breathing exercise during the first stage of labour.

scholarly journals Universiti Pendidikan Sultan Idris (History) ISMP Teachers’ Competency in Malaysian Teach Standard (SGM) Approach

2017 ◽  
Vol 3 (1) ◽  
pp. 60-70
Author(s):  
Baharuddin Jabar ◽  
Adnan Jusoh ◽  
Hanifah Mahat
Keyword(s):  
Linear Regression Analysis ◽  
Skill Assessment ◽  
Knowledge Assessment ◽  
History Teachers ◽  
Effect Analysis ◽  
Knowledge Application ◽  
Level Data ◽  
Knowledge Variable ◽  
Assessment Skills ◽  
High Level

This study aims to view the compentency of Universiti Pendidikan Sultan Idris (History) ISMP teachers graduate in the aspect of knowledge assessment, skills and application in education at school. To reach that goal, two objectived aimed were discussion on teacher’s compentency and independent variable of overall application. A total of 180 history teachers were involved as respondents in this study. Study intrument is questionnaire. Teacher’s compentency components were observed based on knowledge assessment, skills assessment, knowledge application and skills application. Study’s variable level data were analysed descriptively while for observing the effect of variables, knowledge and skills of linear regression analysis application were used. The study outcome shows the knowledge assessment, skill assessment, knowledge application and skills application are at a high level. Meanwhile, for effect analysis, ICT knowledge variable, co-curriculum knowledge, career knowledge and TnL learning that affects the overall application. Based on the study outcome, it is clearly shown that the level of knowledge and UPSI (History) ISMP teachers’ knowledge is at a satisfying level. In order to improve this quality, focusing on the aspects of ICT skills, co-curriculum knowledge, career knowledge and TnL knowledge should be guided and be given their necessary input to improve the teacher’s competency.

Cognitive Styles, Metacognition and the Design of E-Learning Environments

2003 ◽  
pp. 225-240
Author(s):  
Ray Webster
Keyword(s):  
Learning Styles ◽  
Learning Environments ◽  
Cognitive Styles ◽  
Metacognitive Awareness ◽  
Metacognitive Skills ◽  
Design And Development ◽  
Student Centered ◽  
Student Centered Learning ◽  
E Learning ◽  
The Individual

This chapter considers the use of cognitive styles and metacognitive skills in the design and development of e-learning environments. Participants involved in a unit in Human Computer Interaction used the results of a Riding’s Cognitive Styles Analysis to assist in the design and development of Web-based Individual Learning Environments (ILEs). Student reflections and cognitive styles results are considered in terms of their impact on the design process. They are also used to consider participants’ metacognitive awareness of their own cognitive and learning styles. It is suggested that the use of cognitive styles in this manner will produce interfaces and environments more suited to the learning requirements of each individual. In addition, the process of reflecting on and using the style results will help develop more metacognitively aware learners. The individual environment and metacognitive awareness are both desirable elements for a student-centered learning system for successfully participating in virtual education.

Personality traits as predictor of metacognitive skills and creativity in electronic university students: a structural model of academic achievement

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Yasamin Abedini
Keyword(s):  
Academic Achievement ◽  
Personality Traits ◽  
Cognitive Skills ◽  
Structural Model ◽  
Short Form ◽  
Metacognitive Awareness ◽  
Metacognitive Skills ◽  
Statistical Population ◽  
Content Type ◽  
Neo Personality Inventory

PurposeThe present study aimed to present a structural model of the relationships between personality traits, metacognitive awareness, creativity and academic achievement in virtual students.Design/methodology/approachThe statistical population of the study consisted of all students of the electronic Islamic Azad University in Tehran, where 240 of them were selected as sample group by random sampling method. Research instruments included the short form of the Creative Behavior Inventory (Linger), the Metacognitive Awareness Questionnaire (Schraw and Dennison) and NEO Personality Inventory (McCrae and Costa). Data were analyzed using LISERL software and the path analysis method.FindingsThe findings indicated a mediating role of metacognitive awareness and creativity in the relationship between extraversion, openness to experience and conscientiousness personality traits with academic performance. It was also found that metacognitive awareness has a direct, significant positive effect on creativity.Originality/valueAccording to the results of the present study, the level of creativity in virtual students can be developed through training and strengthening meta-cognitive skills. The findings also suggest that meta-cognition and creativity are traits that can have intrinsic and personality roots.

Research of SQL Server Automatic Marking Based on Logical Formal

2011 ◽  
Vol 328-330 ◽  
pp. 2376-2379
Author(s):  
Yao Fei Chen
Keyword(s):  
Formal Method ◽  
Formal System ◽  
Skill Assessment ◽  
Sql Server ◽  
Formal Description ◽  
Whole Process ◽  
Data Definition ◽  
Data Objects ◽  
System Focus ◽  
Better Than

The author proposes a scheme of SQL Server Automatic Marking based on logical formal. The scheme consists of three parts: generating paper, skill assessment and automatic marking. Describe the question's Marking information by using the logical formal method. Achieve automatic Marking by building the logical formal system. Focus on three components of the scheme: logical formal description, get information of database based on ADOX(Microsoft ActiveX Data Objects Extensions for Data Definition Language and Security) and automatic marking of three database operations:Creat,Modify and Delete. Describes the whole process of logical formal Marking with example. Analysis the assessment effect of the results about the example. Analysis between manual and automatic Marking shows that: logical Formal automatic Marking is better than the average artificial error and close to the minimum artificial error.

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