The Effect of Cooperative Learning Method Enhanced with Metacognitive Strategies on Students’ Metacognitive Skills in Math Course

Erdoğan, Fatma; Şengül, Sare

doi:10.15390/eb.2017.6492

Cited by 10 publications

(12 citation statements)

References 52 publications

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“…The results showed students who have metacognitive skills that develop will show a positive relationship with cognitive learning outcomes [46]. According to Veenman et al, [10], someone who develops metacognitive skills has a positive contribution to the learning process [9]. These results indicate that the development of metacognitive skills can cause an increase in learning outcomes.…”

Section: Discussionmentioning

confidence: 93%

“…Metacognition knowledge is related to a person's declarative data, procedural data, and conditional data in problem-solving [7]. Metacognitive skills are associated to estimate skills, preparation skills, monitoring skills, and assessment skills [8], while metacognitive reliance is related to self-concept, self-efficacy, motivation, and the concept of knowledge and learning [9].…”

Section: Introductionmentioning

confidence: 99%

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Implementing ERCoRe in Learning: Will Metacognitive Skills Correlate to Cognitive Learning Result?

Ismirawati¹,

Corebima²,

Zubaidah³

et al. 2020

ujer

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The level of the students' cognitive learning results is influenced by their ability in managing and evaluating their learning activities, known as metacognitive skill ability. This investigation was a correlational investigation designed at investigating the connection among metacognitive skills. However, the study linked to the connection among the 2 variables by the implementation of ERCoRe model has not been conducted yet, because ERCoRe learning model is included as a new learning model. This remained quasi-experimental by means of pretest and posttest nonequivalent switch project of 2x2. This research was analyzed by Regression. The samples of this research consisted of 66 pupils of Senior High School in Pangkep District, Indonesia. The results of this research find that the ERCoRe learning model has a very strong contribution (85.6%) and the linear regression equation is Y =0.880X + 13.11 related to the connection among metacognitive skills and cognitive knowledge results of Senior High School. Therefore, this model can be used as a reference for teachers to improve their students' cognitive learning results.

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Section: Discussionmentioning

confidence: 93%

Section: Introductionmentioning

confidence: 99%

Implementing ERCoRe in Learning: Will Metacognitive Skills Correlate to Cognitive Learning Result?

Ismirawati¹,

Corebima²,

Zubaidah³

et al. 2020

ujer

View full text Add to dashboard Cite

show abstract

“…Metacognition is said to be a process that is constructive in nature. This process compels one to think about overthinking and also correct the detected errors (Erdoğan & Şengül, 2017).…”

Section: Metacognitionmentioning

confidence: 99%

“…They show good performance in academics as compared to those who are not given such training to use their aforementioned skills. Erdoğan (2017) took sixth-grade students for the development of Metacognitive skills. Cooperative learning has been used for the development of these skills.…”

Section: Introductionmentioning

confidence: 99%

Cooperative Learning: Effect on Prospective Teachers' Metacognitive Skills Development at University Level

Ali

Siddiqui

Zarar

2021

GESR

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This study was conducted while using the Quasi-Experimental design to examine the effect of Cooperative learning on prospective teachers' Meta cognitive skills. The sample for this study included two sections/ groups, each comprising 40 students (40 males 40 females=80) enrolled in the fifth Semester of the B.Ed Honors program in a public university. One of the sections was declared as the Experimental, whereas the other as the Controlled group. The understudy sections were pre-tested, and then the experimental group was exposed to the intervention (cooperative learning strategy), which lasted for one Semester. Both sections were post-tested after the completion of the intervention. Meta cognitive Skills Assessment Tool (MSAT) was used for pre and post-test. Based on the results, it is concluded that Cooperative Learning helps develop Meta cognitive skills in prospective teachers. Therefore, it is recommended that the teachers should teach while using the Cooperative learning approach.

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“…The center of the model of learning in small groups is the pupil, and the teacher adopts a function more of a facilitator than of an instructor. Each team member must provide solutions to achieve a common goal and, in that way, both individual and collective aspects of learning are effectively combined (Erdoğan and Şengül, 2017). Teamwork can increase motivation to learn, because the bonds among the members of the group are strengthened (Herpratiwi et al , 2018).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Competencies associated with Semestre i and its relationship to academic performance

Rodríguez

García-Vázquez

Zubieta-Ramírez

et al. 2019

HESWBL

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Purpose Currently, higher education institutions are in charge of the complex task of connecting the knowledge that students acquire in the classroom to the requirements of the working world, preparing the students to face complex situations inherent in professional life. For this reason, the Tecnológico de Monterrey has included as part of the training of its students the modality, Semestre i, sustained through the teaching methodology of challenge-based learning. Recognizing this new way of learning, the purpose of this paper is to address the study of four basic constructs: student engagement, teacher–student relationship, teamwork and time management. Design/methodology/approach An exploratory factor analysis was performed on the factors associated with the Semestre i, as well as a correlational analysis between these and the academic achievement of the students in the 2017 August–December period. Findings The results indicate that the four constructs analyzed were potentialized under the modality, Semestre i – time management showing the least difference of the four when compared with the educational experience of students being traditionally taught throughout their semesters. Originality/value Semestre i is an innovative educational proposal where the undergraduate students learn in immersive, real-world contexts by experiencing semester challenges planned for them by the teaching body of the institution. Recognizing this new way of learning, this research addresses the study of four basic constructs: student engagement, teacher–student relationship, teamwork and time management.

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The Effect of Cooperative Learning Method Enhanced with Metacognitive Strategies on Students’ Metacognitive Skills in Math Course

Cited by 10 publications

References 52 publications

Implementing ERCoRe in Learning: Will Metacognitive Skills Correlate to Cognitive Learning Result?

Implementing ERCoRe in Learning: Will Metacognitive Skills Correlate to Cognitive Learning Result?

Cooperative Learning: Effect on Prospective Teachers' Metacognitive Skills Development at University Level

Competencies associated with Semestre i and its relationship to academic performance

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