A Quantitative Evaluation of Metacognitive Awareness among Business Administration Students

Abstract

Purpose-The metacognitive approach is the new learning paradigm to enrich the standard of education in general and that of business education in particular The purpose of the study was to ascertain the views and opinions of Business Administration students regarding the metacognitive awareness. Design-A self-administered questionnaire was distributed to female undergraduate students. Statements cover between two major components, including knowledge about cognition and regulation of cognition. For analyzing the hypothesis, parametric as well as non-parametric test have been used. Findings-The students had a substantial awareness of metacognition and was correlated positively and significantly with their academic performance. There was no significant difference in the metacognitive awareness of undergraduate students based on their academic levels, majors and learning styles. This significant improvement on the academic performance of the students was due to the university adherence to the domains set by the national quality framework. Students on each academic level benefited by alignment of Learning Outcomes, Assessment Methods, and Teaching Strategy and attained increasing knowledge ,skills communication and information technology preparing them to be autonomous learners. Originality/Value-This paper contributes to the need for significance of metacognitive awareness among undergraduate students. The findings provide insight into students' metacognitive skills and to adopt certain teaching strategies and assessment patterns for inculcating high order thinking in the students to prepare them as autonomous learners and engage lifelong earning among them.

Customs Administration Students Usage of Metacognitive Knowledge in their Internships

“…In addition, Young and Fry (2008) also found that there was a correlation between course grades and knowledge of cognition, as well as between grade point average and knowledge of cognition. The findings of Al Awdah et al (2017) also stated that the students' substantial awareness of metacognition is correlated positively and significantly with their academic performance.…”

“…The findings of this study were somewhat different from the results of previous studies. For instance , Sabna and Hameed (2016) found that most students have an average level of metacognitive awareness; (Panda, 2017) observed that the developments of metacognitive knowledge for both males and females were low; and Al Awdah et al (2017) showed that students had only a substantial awareness of metacognition.…”

Contribution of metacognition awareness to critical thinking skills with pbl model and hpc strategy: A food digestion system study

“…As a result, it impacts student learning outcomes that need to be revised (Wardoyo et al, 2021). In addition, students' lack of metacognitive awareness is often associated with students' need for more attention to the problem-solving and critical thinking processes (Awdah et al, 2017). Japanese learning informs that science teachers successfully encourage students in critical thinking (Kinoshita, 2022).…”