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Paper Title
Improving students' metacognitive progress in higher education: A research done in the classroom. examining the discrepancy between the theory and practice of metacognition in higher education to encourage thinking about thinking.
Authors
HALIMABI M C
Keywords
Academic achievement, Metacognition, Collaborative activities
Abstract
Academic achievement is correlated with metacognition, which is the understanding and control of cognition, at all educational levels, including postsecondary education. According to a study, there is a big difference between theory and research on metacognition, and teaching practice incorporates metacognition very little. According to a survey of 72 academics, 37.5% were aware of metacognition, however they frequently placed more emphasis on cognition than control. The majority of respondents used metacognitive supporting practices (MSPs) later in their careers, but all of them included at least two MSPs in their instruction. Additionally, the study discovered that by engaging in peer-to-peer collaborative translation activities, university students developed metacognitive knowledge, strengthening their analytical reasoning and linguistic awareness.
IJCRT's Publication Details
Unique Identification Number - IJCRT2407524
Paper ID - 265658
Page Number(s) - e522-e528
Pubished in - Volume 12 | Issue 7 | July 2024
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Publisher Name - IJCRT | www.ijcrt.org | ISSN : 2320-2882
E-ISSN Number - 2320-2882
Cite this article
HALIMABI M C, "Improving students' metacognitive progress in higher education: A research done in the classroom. examining the discrepancy between the theory and practice of metacognition in higher education to encourage thinking about thinking.", International Journal of Creative Research Thoughts (IJCRT), ISSN:2320-2882, Volume.12, Issue 7, pp.e522-e528, July 2024, Available at :http://www.ijcrt.org/papers/IJCRT2407524.pdf
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Volume 14 | Issue 2
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Submit Manuscript Online Impact Factor: 7.97 Review Results : Within 02-03 Days Paper Publication : Within 02-03 Days
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ISSN: 2320-2882 Impact Factor: 7.97 and ISSN APPROVED Journal Starting Year (ESTD) : 2013
ISSN and 7.97 Impact Factor Details
ISSN: 2320-2882 Impact Factor: 7.97 and ISSN APPROVED Journal Starting Year (ESTD) : 2013
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