Metacognition and Technology Adoption: Exploring Influences

Gurbin, Tracey

doi:10.1016/j.sbspro.2015.04.608

Cited by 19 publications

(18 citation statements)

References 46 publications

(41 reference statements)

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“…Research is being conducted to look at the effectiveness of the technology and teaching approaches that have been innovated and modified to meet the curriculum needs and to achieve the goal of improving student competency. As the findings of studied by Radovic, Maric & Passey [35], Eyyam & Yaratan [15], Clarebout et al [10], Gurbin [21], Smith, Shin, Kim & Zawodniak [41] and Borba et al [5], have reported that the results of the technology integration and improvement of traditional approach has influenced and had a significant impact on student achievement. According to Mistretta [28], Mat Sina, Talib & Norishaha [26], Brakoniecki, Amador & Glassmeyer [6] and Gurbin [21], most technology products are widely applied and used in learning, such as gadgets like tabs and smartphones, learning aids likes graphic-scientific calculators, web-based, apps, internet-based and more.…”

Section: Introductionmentioning

confidence: 95%

Technology Integrated in Interactive Entrepreneurship Activity to Enhance Students Mastery in Mathematics Concept for Active Mathematics Teaching

Bakar*,

Ismail

2020

IJRTE

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This study aims to examine the effectiveness of interactive entrepreneurship activity in mathematics learning towards students’ mastery in mathematics concepts. The objective is to look at the impact of implementing an active learning strategy combined with technology on mastery of mathematics concepts after engaging in a learning activity. The combination of technology in interactive learning and games kits in the form of interactive entrepreneurship activity has resulted in the innovation of learning strategies to enhance the learning interest, enjoyment and to influence the mastery of students' mathematics concepts. The effectiveness study of the strategy was conducted using an experimental study design that involved 109 students from 2 secondary schools who had participated in a 4-week mathematics learning treatment session. The experiment group was exposed to interactive entrepreneurship activity through the use of a learning kit while the control group followed conventional learning for a selected mathematics topic. Post-test were conducted to see differences in understanding and achievement of mathematics concepts for both groups of students. The results show that there is a significant difference between the mastery of mathematics concept of the experiment group students and the control group students. This shows that the integration of technology in learning activities has a positive impact on student learning. The implications of the study indicate that teachers need to constantly improve pedagogical knowledge based on current technological developments and improve teaching strategies in order to improve student competencies. The parties also need to provide the latest technology to improve the quality of education in line with global developments.

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Section: Introductionmentioning

confidence: 95%

Technology Integrated in Interactive Entrepreneurship Activity to Enhance Students Mastery in Mathematics Concept for Active Mathematics Teaching

Bakar*,

Ismail

2020

IJRTE

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“…On the other hand, the increased ability in planning, implementing and evaluating critical analysis of completed tasks made students' confidence to improve. An increase in student confidence is the result of self-support and motivation as they have completed their work on critical analysis well (Alper et al, 2015;Gurbin, 2015;Lukitasari et al, 2014).…”

Section: No Multicollinearity Problemmentioning

confidence: 99%

Using critical analysis to develop metacognitive ability and critical thinking skills in biology

Lukitasari¹,

Hasan²,

Murtafiah³

2019

JPBI

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Possessing and developing metacognitive abilities are an essential part of the learning process. This study is a class action research on the use of critical analysis to identify its influence on students’ metacognitive abilities and critical thinking skills as well as to discover the relationship between metacognitive abilities and critical thinking skills. The sample of this study is 76 students from 217 students taking cell biology and non-vascular plants subject during the fall semester. It is a descriptive quantitative study with critical analysis assignments. Critical analysis rubric is used to collect the data of students’ critical analysis and the essay test to measure students’ critical thinking and metacognitive ability. The data of metacognitive ability and critical thinking were analyzed using regression test. The result showed there was a positive influence of the use of critical analysis to the student metacognitive abilities and critical thinking skills. The results of a simple correlation analysis of metacognitive abilities and critical thinking skills show the means value (r) of 0.904, which means that there is a strong positive relationship between the two components. The higher the student’ metacognitive skills, the higher their critical thinking skill will be.

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“…Gurbin [75], in detail, focuses on the issue of linking the diffusion of innovation and metacognition. Referring to [76], he claims that its involvement is important for understanding the complex learning process that facilitates the successful adoption of technology.…”

Section: Metacognition In Mathematics Educationmentioning

confidence: 99%

“…Several authors [81][82][83][84][85] have reported that intervention has resulted in some significant positive changes of participants. Furthermore, metacognition function is developed simultaneously with other competencies [86], so it seems worth investigating the relations of development of metacognition with the development of the effort related to adoption of technologies [75]. As mentioned above, the impact of ICT tools on the school education process is undeniable [19].…”

Section: Metacognition In Mathematics Educationmentioning

confidence: 99%

How Teacher’s Progressiveness in Using Digital Technologies Influences Levels of Pupils’ Metacognitive Knowledge in Mathematics

2019

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The low efficiency of using appropriate strategies to solve problems in the classroom environment is not due to the lack of knowledge of how to classify concepts, but rather due to the failure to apply this knowledge strategically. Therefore, it is necessary to find a balance between them, i.e., to let the pupils discuss the problems while supporting the teacher’s intervention. The aim of the presented study was to examine the influence of a teacher’s progressiveness on the level of metacognitive knowledge of the pupil. Altogether, 47 teachers and 278 pupils at grade 5 were participating in the study. It is shown that the approach of teachers to innovation itself has an influence on the pupil. When comparing all five groups of innovators, the difference among the categories of teachers was significant ( p = 0.044 ) with the low effect ( d c o h e n = 0.3 ) . When considering only the two almost antagonistic poles of teachers, the innovators and the late majority according to Roger’s innovation diffusion theory, this influence was very strong ( p = 0.009 ) and with medium effect ( d c o h e n = 0.725 ). Our research shows that it is necessary to address the teacher’s innovativeness, affecting the level of metacognitive knowledge of the pupil as an important prediction tool determining school success.

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Metacognition and Technology Adoption: Exploring Influences

Cited by 19 publications

References 46 publications

Technology Integrated in Interactive Entrepreneurship Activity to Enhance Students Mastery in Mathematics Concept for Active Mathematics Teaching

Technology Integrated in Interactive Entrepreneurship Activity to Enhance Students Mastery in Mathematics Concept for Active Mathematics Teaching

Using critical analysis to develop metacognitive ability and critical thinking skills in biology

How Teacher’s Progressiveness in Using Digital Technologies Influences Levels of Pupils’ Metacognitive Knowledge in Mathematics

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