A Metacognitive Approach to Pair Programming: Influence on Metacognitive Awareness

Breed, Betty; Mentz, Elsa; Westhuizen, Gert van der

doi:10.25115/ejrep.32.13104

Cited by 2 publications

(2 citation statements)

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“…Previous studies not only provided evidence regarding the role of problem solving skills and metacognitive awareness in influencing student achievement (Adeoye, 2010;Bilgin, 2005;Esan, 2015;Karatas & Baki, 2013;Olaniyan et al, 2015;Selçuk et al, 2008;Areepattamannil & Caleon, 2013;Tavakoli, 2014;Young & Fry, 2008), but also revealed the role of problem solving skills in influencing the development of metacognitive awareness (Breed et al, 2014;Lee & Schmitt, 2014;Liu et al, 2012;Nasarudin Abdullah et al, 2014;Osman, 2010;Shen & Liu, 2011;Yildirim & Ersözlü, 2013). According to Yildirim and Ersözlü (2013), problem solving requires one's engagement in various metacognitive processes such as planning and evaluating.…”

Section: Nurulhuda MD Hassan Saemah Rahmanmentioning

confidence: 96%

“…With regard to metacognitive awareness, review of the literature indicated that there are two components of this factor that play a vital role in improving student learning (Handel et al, 2013;Schraw & Moshman, 1995). The first component, which is known as metacognitive knowledge, is believed to help student in learning how, when, and where they can use their cognitive strategies (Breed et al, 2014). This component was further divided into three subcomponents, namely declarative knowledge, procedural knowledge, and conditional knowledge.…”

Section: Nurulhuda MD Hassan Saemah Rahmanmentioning

confidence: 99%

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Problem Solving Skills, Metacognitive Awareness, and Mathematics Achievement: A Mediation Model

Hassan¹,

Rahman²

2017

tner

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This study was aimed to identify the relationship between problem solving skills, metacognitive awareness, and mathematics achievement as well as to identify the role of metacognitive awareness as a mediator. This study involved a total of 333 Form Four students from ten secondary schools in Malaysia. Data were collected using questionnaires, while information about mathematics achievement was provided by the school management. Data were analyzed using the Structural Equation Modeling (SEM) technique. Results indicated that all variables correlated significantly with each other, while path analysis revealed the mediation effect of metacognitive awareness between problem solving skills and mathematics achievement. The findings suggest the importance of problem solving skills in influencing secondary school students' mathematics achievement through the development of metacognitive awareness.

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Section: Nurulhuda MD Hassan Saemah Rahmanmentioning

confidence: 96%

Section: Nurulhuda MD Hassan Saemah Rahmanmentioning

confidence: 99%

Problem Solving Skills, Metacognitive Awareness, and Mathematics Achievement: A Mediation Model

Hassan¹,

Rahman²

2017

tner

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How multiple levels of metacognitive awareness operate in collaborative problem solving

Çini,

Järvelä,

Dindar

et al. 2023

Metacognition Learning

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Metacognitive awareness is knowing about learners’ own thinking and learning, facilitated by introspection and self-evaluation. Although metacognitive functions are personal, they cannot be explained simply by individual conceptions, especially in a collaborative group learning context. This study considers metacognitive awareness on multiple levels. It investigates how metacognitive awareness at the individual, social, and environmental levels are associated with collaborative problem solving (CPS). Seventy-seven higher education students collaborated in triads on a computer-based simulation about running a fictional company for 12 simulated months. The individual level of metacognitive awareness was measured using the Metacognitive Awareness Inventory. The social level of metacognitive awareness was measured multiple times during CPS through situated self-reports, that is, metacognitive judgements and task difficulty. The environmental level of metacognitive awareness was measured via a complex CPS process so that group members’ interactions were video recorded and facial expression data were created by post-processing video-recorded data. Perceived individual and group performance were measured with self-reports at the end of the CPS task. In the analysis, structural equation modelling was conducted to observe the relationships between multiple levels of metacognitive awareness and CPS task performance. Three-level multilevel modelling was also used to understand the effect of environmental-level metacognitive awareness. The results reveal that facial expression recognition makes metacognitive awareness visible in a collaborative context. This study contributes to research on metacognition by displaying both the relatively static and dynamic aspects of metacognitive awareness in CPS.

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A Metacognitive Approach to Pair Programming: Influence on Metacognitive Awareness

Abstract: Introduction. The research focused on metacognition in a collaborative learning setting.

Cited by 2 publications

References 20 publications

Problem Solving Skills, Metacognitive Awareness, and Mathematics Achievement: A Mediation Model

Problem Solving Skills, Metacognitive Awareness, and Mathematics Achievement: A Mediation Model

How multiple levels of metacognitive awareness operate in collaborative problem solving

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