The Impact of Medical Students' Metacognitive Awareness Level on Their Academic Performance

Shah, Dev K.; Modna, Yuliya

doi:10.18203/2320-6012.ijrms20222830

Cited by 2 publications

(1 citation statement)

References 16 publications

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“…It hinders the use of a constructivist approach of teaching [17,50] and clean and well-conditioned classrooms [51]. Such a situation hinders effective education [46] and leads to students' disruptions [52], poor performance and high dropouts in Pakistan [46,53].…”

Section: Learning Materials and Spacementioning

confidence: 99%

Early Childhood between a Rock and a Hard Place: Early Childhood Education and Students’ Disruption in Khyber Pakhtunkhwa Province, Pakistan

Alam

Ashraf

Tsegay

et al. 2022

IJERPH

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Lookin through the lens of ecological system theory, this paper used a mixed-method approach, based on 20 interviews and 208 Early Childhood Education (ECE) teacher questionnaires, to elaborate the position of ECE in Pakistan. The study indicates that ECE is between a rock and a hard place in Khyber Pakhtunkhwa, Pakistan. The findings further show that ECE is provided by less qualified and inexperienced teachers, who give less attention to the physical and psychological needs of the students. The classrooms are overcrowded and lack relevant teaching–learning materials. Moreover, the single-teacher policy and overcrowded classrooms hinder students’ motivation, the delivery of quality education and the development of good behaviors. These challenges are also the main causes of students’ dropouts. This paper increases people’s understanding of ECE and its challenges in Pakistan. For ECE development, the paper recommends separating ECE from primary schools and giving it a budget to purchase adequate and relevant resources.

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Section: Learning Materials and Spacementioning

confidence: 99%

Early Childhood between a Rock and a Hard Place: Early Childhood Education and Students’ Disruption in Khyber Pakhtunkhwa Province, Pakistan

Alam

Ashraf

Tsegay

et al. 2022

IJERPH

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Metacognitive Awareness and Academic Achievement: A Meta-Analysis Study

Akpur

2024

Elektronik Sosyal Bilimler Dergisi

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The notion of metacognition, characterized as reasoning about one’s own mental functions or perceptions of one’s own thinking patterns, has long been an important concept in the field of education. The majority of researchers and academics agree on the fact that metacognition remains an essential component in learners’ progress in terms of cognitive abilities as well as academic achievement. The goal of the current meta-analysis was to examine the correlation between academic achievement and metacognitive awareness across a diverse range of research studies. To this end, the current study described a meta-analysis of 36 studies (N= 10,463), published between 2008 and 2023 April, exploring the correlation between metacognitive awareness and academic achievement. A systematic search for the related studies was conducted in electronic databases (ULAKBİM, ERIC, and GOOGLE SCHOLAR) and it included only the studies that illustrated correlation coefficients between the variables. An examination of the total effect size of metacognitive awareness on academic achievement at 95% confidence interval revealed the size of .824. This figure indicates a strong association between metacognitive awareness and academic achievement in accordance with the overall effect size scale, highlighting the significance of metacognitive abilities in improving students’ academic achievements by indicating a robust correlation. Bireylerin kendi zihinsel işlevleri veya kendi düşünme kalıplarına ilişkin algıları hakkında akıl yürütmesi olarak nitelendirilen ve bireyin kendi iç-görülerini, görüşlerini, yargılarını ve davranışlarını dikkate alma kapasitesini ifade eden üstbiliş, uzun süredir eğitim alanında ilgi çeken önemli bir kavram haline gelmiştir. Araştırmacıların ve akademisyenlerin çoğunluğu üstbilişin, öğrencilerin bilişsel yetenekleri ve akademik başarıları açısından ilerlemesinde önemli bir değişken olduğu konusunda hemfikirdir. Bu araştırmanın amacı, akademik başarı ile üstbilişsel farkındalık arasındaki ilişkiyi, alanyazında bu konuda gerçekleştirilen ilgili çalışmalar yoluyla incelemektir. Bu amaçla meta-analiz çalışması gerçekleştirilmiştir. Çalışmada, üstbilişsel farkındalık ile akademik başarı arasındaki ilişkiyi araştıran, 2008 ile 2023 Nisan arasında yayınlanan 36 çalışma (N= 10.463) analiz edilmiştir. Araştırma kapsamında ilgili çalışmalara ilişkin elektronik veritabanlarında (ULAKBİM, ERIC ve GOOGLE SCHOLAR) sistematik tarama yapılmış ve üstbilişsel farkındalık ile akademik başarı arasındaki ilişkiyi araştıran ve her iki değişken arasındaki korelasyon katsayılarına odaklanan çalışmalar ele alınmıştır. Gerçekleştirilen analiz sonucunda, üstbilişsel farkındalığın akademik başarı üzerindeki toplam etki büyüklüğü %95 güven aralığında incelendiğinde .824 olarak bulunmuştur. Bu sonuç, genel etki büyüklüğü ölçeğine uygun olarak üstbilişsel farkındalık ile akademik başarı arasında güçlü bir ilişkiye işaret etmekte ve üstbilişsel farkındalığın öğrencilerin akademik başarılarını iyileştirmedeki önemini vurgulamaktadır.

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The Impact of Medical Students' Metacognitive Awareness Level on Their Academic Performance

Cited by 2 publications

References 16 publications

Early Childhood between a Rock and a Hard Place: Early Childhood Education and Students’ Disruption in Khyber Pakhtunkhwa Province, Pakistan

Early Childhood between a Rock and a Hard Place: Early Childhood Education and Students’ Disruption in Khyber Pakhtunkhwa Province, Pakistan

Metacognitive Awareness and Academic Achievement: A Meta-Analysis Study

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