Systematic Literature Review on the Elements of Metacognition-Based Higher Order Thinking Skills (HOTS) Teaching and Learning Modules

Hamzah, Hainora; Hamzah, Mohd Isa; Zulkifli, Hafizhah

doi:10.3390/su14020813

Cited by 34 publications

(21 citation statements)

References 28 publications

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“…44 Cognitive challenges require higher-order thinking skills like analysis, evaluation, problem-solving, and critical thinking skills. 45,46 Consistent with the results of the current study, Elkhamisy and Zidan reported that their students used critical thinking skills more with the modified TBL. 11 The current study highlights how students value the well-designed case-based scenarios used in TBL and to what extent they foster higher cognitive skills.…”

Section: Discussionsupporting

confidence: 88%

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Inserting an Erroneous Element in the Answer Key of Grouped Team Readiness Assurance Test in Team-Based Learning: A Randomized Controlled Trial in Clinical Toxicology

Sharif¹,

Kasemy²,

Alquraishi³

et al. 2022

AMEP

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Purpose Team-based learning (TBL) is an interactive instructional strategy designed to enhance student engagement. Few studies reported that TBL needs to be more interactive, concerns were raised regarding the insufficient instructor feedback, and students feel that TBL gets less attractive with time. One method of boosting students’ interaction and performance is adding an element of challenge or positive stress. Therefore, we hypothesized that inserting an erroneous answer in the answer key would generate an observable improvement in the selected outcomes in terms of better satisfaction, interaction, interest in learning, better academic performance, and better development of competencies compared to traditional TBL. Methods This randomized controlled trial aimed to determine if inserting an erroneous element in the answer key of a grouped team readiness assurance test (GRAT) would update TBL and whether this intervention would enhance students’ performance and satisfaction. Results A total of 55 medical students were recruited (88.7% response rate). Erroneous elements were inserted in the answer key of the experimental group and students enrolled in traditional TBL were considered as controls. Compared to the control group (p < 0.001), the experimental group revealed significantly higher academic performances in GRAT and team evaluation test (TET). Analysis of students’ perception of the implemented TBL revealed better perception among the experimental group (33.7 ± 6.4) than the control group (30.1 ± 7.0). Moreover, significantly higher team dynamics were reported among the experimental group than the control group (33.0 ± 6.3 and 27.8 ± 7.6 for both groups, respectively; p = 0.005). The reported advantages were in-depth understanding, easier information retrieval, and development of problem-solving skills. Students considered time and effort as their main limitations. Conclusion Adding a few erroneous answers in the GRAT is well perceived by students, enhances their learning competencies and overcomes some TBL challenges.

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Section: Discussionsupporting

confidence: 88%

Section: Discussionsupporting

confidence: 88%

Inserting an Erroneous Element in the Answer Key of Grouped Team Readiness Assurance Test in Team-Based Learning: A Randomized Controlled Trial in Clinical Toxicology

Sharif¹,

Kasemy²,

Alquraishi³

et al. 2022

AMEP

View full text Add to dashboard Cite

show abstract

“…Moreover, the students in this present study also suggested addressing the number of students who remain unaware of metacognitive strategies, which is that lecturers should act as a catalyst for students' investment in their learning development. This is in line with Limueco & Prudente (2019) and Hamzah et al (2022). Langdon et al (2019) added that metacognitive strategy use might only be improved when it is more integrated into the course and not just a "one-shot" application.…”

Section: Discussionsupporting

confidence: 58%

A “Wake-Up Call” for EFL Students: Exploring the Metacognitive Learning Strategy in the Professional Listening Course

Anaktototy

2022

REiLA Journal

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Compared to the cognitive strategies to solve students’ problems in English listening, studies on metacognitive strategies seem to be underexplored in Eastern Indonesian context. In order to contribute to this research gap, this study conducted an investigation on university students' awareness of metacognitive strategies. This mixed-method study used quantitative data from a questionnaire adopted from the Metacognitive Awareness Listening Questionnaire (MALQ). 178 English Education students (19-21 years old) at Pattimura University completed the questionnaire, and eight students were randomly selected to be interviewed to obtain qualitative data regarding their individual metacognitive strategies for planning, monitoring and evaluating their listening activities. The findings reveal more than 60% of the participants agree that they have a plan for their listening activities, can maintain focus during the activities, and evaluate how they performed. Qualitative data supported that the students do have a plan and monitor their learning process, as they can provide specific strategies of how they plan (e.g., taking notes, making sure that the room is suitable for listening tasks) and monitor (e.g., paying attention to keywords, using context to decipher audio’s meaning if they encounter unfamiliar words) their learning process. However, the students seem to be unable to explain or define precisely what metacognitive strategy is, indicating their lack of learning the self-reflection process. These results demonstrated a need for more explicit instruction of metacognitive strategies to improve the students’ learning process, which will be especially beneficial for the university's uniquely high-stakes course of Professional Listening.

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“…Instructional design in module preparation is also essential to ensure value formation and higher-order thinking skills (HOTS) development. Hamzah et al (2022) revealed that HOTS teaching and learning modules are critical to influencing students' mastery of thinking skills and attitudes and behaviors toward the subjects they study. Since quality education during this time of pandemic is significantly affected (Agayon et al, 2022;Panganiban & Madrigal, 2021;Rajabalee & Santally, 2021), the faculty must have to make sure that the instructional modules they design, develop, and distribute must achieve the goals of the curriculum, satisfy the learners' needs and backgrounds, and be acceptable to the learners' perspective and preferences.…”

Section: Students' Recommendations To Make the Instructional Modules ...mentioning

confidence: 99%

Students’ Evaluation of Faculty-Prepared Instructional Modules: Inferences for Instructional Materials Review and Revision

Hamora

Rabaya

Pentang

et al. 2022

J. Educ., Mngt., and Dev. Studies

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Academic institutions migrated to modular teaching-learning amid the COVID-19 pandemic. To ensure the quality of the pedagogical innovations employed, the study determined the students’ evaluation of the faculty prepared instructional modules for the courses they enrolled in during the first and second semesters of Academic Year 2020-2021. Employing a descriptive-correlational research design, the study was participated by 644 students from three colleges who were then available during the data gathering. Data gathered through online surveys were then analyzed using descriptive statistics and Spearman's rank correlation coefficient utilizing jamovi software. Results revealed that the faculty-prepared instructional modules were acceptable and satisfactory to the students. Besides, the students' evaluation of the instructional modules was positively related to their level of satisfaction. Still, the students recommended that a review of the modules be done before sending the modules; a more extended time allotment is considered, and sufficient concrete examples are given in the modules. With this, the faculty concerned are encouraged to review the phases involved in the design, development, and distribution of the instructional modules to make them highly acceptable and very satisfactory to the students while maintaining the quality of both the content and aesthetics of the learning materials. Considering the study’s limitations, further endeavors may be carried out to validate this pedagogical innovation.

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Systematic Literature Review on the Elements of Metacognition-Based Higher Order Thinking Skills (HOTS) Teaching and Learning Modules

Cited by 34 publications

References 28 publications

Inserting an Erroneous Element in the Answer Key of Grouped Team Readiness Assurance Test in Team-Based Learning: A Randomized Controlled Trial in Clinical Toxicology

Inserting an Erroneous Element in the Answer Key of Grouped Team Readiness Assurance Test in Team-Based Learning: A Randomized Controlled Trial in Clinical Toxicology

A “Wake-Up Call” for EFL Students: Exploring the Metacognitive Learning Strategy in the Professional Listening Course

Students’ Evaluation of Faculty-Prepared Instructional Modules: Inferences for Instructional Materials Review and Revision

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