Research article    |    Open Access
International Journal on New Trends in Education and Their Implications 2013, Vol. 4(3) 57-64

Metacognitive Awareness in Science Classroom of Higher Secondary Students

G. JAYAPRABA, M. KANMANI

pp. 57 - 64

Publish Date: July 31, 2013  |   Single/Total View: 0/0   |   Single/Total Download: 0/0


Abstract

Metacognition is the awareness one has about his/her thinking process and how he/she is able to control these processes. This study aims at examining the effects of inquiry based learning and cooperative learning on metacognitive awareness in science class room. A quasi experimental design involving three groups namely, two treatment groups- inquiry based learning and cooperative learning and control group was adopted. Standardized tool developed by Schraw and Dennision(1994) was used to measure metacognitive awareness in three groups. Results revealed that students in cooperative learning received higher metacognitive awareness compared to other groups. The researchers recommend that cooperative learning be adopted regularly in classroom to enhance metacognitive awareness of higher secondary students.

Keywords: Metacognitive awareness, Metacognition


How to Cite this Article?

APA 7th edition
JAYAPRABA, G., & KANMANI, M. (2013). Metacognitive Awareness in Science Classroom of Higher Secondary Students. International Journal on New Trends in Education and Their Implications, 4(3), 57-64.

Harvard
JAYAPRABA, G. and KANMANI, M. (2013). Metacognitive Awareness in Science Classroom of Higher Secondary Students. International Journal on New Trends in Education and Their Implications, 4(3), pp. 57-64.

Chicago 16th edition
JAYAPRABA, G. and M. KANMANI (2013). "Metacognitive Awareness in Science Classroom of Higher Secondary Students". International Journal on New Trends in Education and Their Implications 4 (3):57-64.