Correlation between Programmed Learning and Metacognition: A Study on Experiential Learning Perspectives of Secondary School Teachers

Abstract

This research investigated the correlation between Programmed Learning and Metacognition of students in secondary schools of Karachi from the perspectives of secondary school teachers. Literature reported that poor academic performance, lack of interest and dis-connectivity with peers among the students was the result of poorly programmed instructions of their teachers. Literature also reported the positive correlation between Programmed Learning and the development of Metacognition of students along with qualitative changes in term of self-regulated learning, social connectivity and problem-solving skills developed for the complex real world. For this quantitative research, a questionnaire bearing 15 items was developed to measure the relationship between Programmed Learning and Metacognition of secondary students from Karachi. In this research, the data was collected from the private English Medium schools of District South and District Center of Karachi. The participants were secondary school males and females teachers teaching different subjects to different age group students at the secondary level. SPSS was used to calculate descriptive statistics, independent sample t-test, correlation and Regression model to predict the relationship between Programmed Learning and Metacognition of students. This study found no signif icant difference in the opinion of male and female teachers about Programmed Learning and Metacognition. Also, was found between Programmed Learning and Metacognition. This research suggested academia in Pakistan to hold more researches on Programmed Learning and Metacognition in the various settings to explore the possible avenue of teaching and learning practices in B.Ed. programs for the next tier of preservice and in-service teachers.

Exploring the Challenges in Provision of Quality Education A Case of Public Schools in Sui, Baluchistan

“…However, this issue is more severe in Balochistan, which is the largest province of Pakistan. This province lags behind in terms of progress and prosperity due to a weak education system (Mukhtar, et al, 2015;Ikram & Asim, 2019). Lack of qualified and experienced teachers, inadequate infrastructure, low enrollment rate, rampant poverty, cultural barriers, limited awareness, language barriers, and security issues are major challenges that exist even in the capital city of this province.…”

Designing E-courseware to Support Vietnamese Students in Self-Study Fractions (4th Grade Mathematics) by Programmed Instruction Method

“…Programmed instruction materials can enhance the effectiveness of instruction as they have been thoroughly evaluated, reviewed, revised, and reproduced. Evaluation of this type of multimedia instruction has proven the importance of its application at different educational levels (Miloševic et al, 2016;Feeney, 2017;Ikram & Asim, 2019). However, the author found that studies on applying this type of e-courseware which is designed by programmed instruction method in primary schools over the past 5 years are relatively limited.…”