Effects of the know-want-learn strategy on students’ mathematics achievement, anxiety and metacognitive skills

Tok, Şükran

doi:10.1007/s11409-013-9101-z

Cited by 51 publications

(36 citation statements)

References 23 publications

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“…The findings also revealed a significant difference in the mean retention scores of chemistry students taught alkanols using KWL and those taught with expository strategy. The findings is consistent with previous findings of Tok (2013) to the effect that students who practiced monitoring and reflective skills of KWL strategy performed significantly higher in mathematics test than students who did not use the strategy. The finding is also in line with that of Ozden and Ahmet (2010), who found a significant difference in retention test in self monitoring aspect of meta-cognitive strategy.…”

Section: Discussion Of Findingssupporting

confidence: 92%

“…It is an active teaching and learning strategy. Tok (2013) note that the strategy which consists of three basic stages of accessing previous knowledge, determining what one wants to know and recalling what is learned. Flavell (2006) draws the distinction between cognitive and meta-cognitive strategies thus; whereas cognitive strategies are used to facilitate cognitive progress (execution of the learning process), meta-cognitive strategies are implemented to help students plan, monitor, reflect throughout the learning process and evaluate on learning outcomes.…”

Section: Introductionmentioning

confidence: 99%

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Meta-cognitive Strategy and Secondary School Students’ Achievement and Retention in Chemistry

Udofia¹,

Edem²

2019

CMR

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The study examined the effect of meta-cognitive strategy (KWL) and secondary school students' academic achievement and retention in chemistry in Uyo metropolis in Akwa Ibom state, Nigeria. Two research questions were raised and two hypotheses formulated to guide the study. The design for the study was a pretest posttest quasi-experimental. Two out of fifteen public secondary schools in Uyo metropolis of Akwa Ibom state were randomly selected for the study. A sample of one hundred (100) SS11 students consisting of 47 boys and 57 girls from two intact classes were drawn from the selected schools. Two validated instruments tagged chemistry achievement test (CAT) and chemistry retention test (CRT) containing 25 items each were used to collect data. The reliability coefficient of CAT and CRT were determined using test-retest method. The data obtained were analysed using Pearson Product Moment Correlation (PPMC) and the reliability coefficients of 0.81 for CAT and 0.77 for CRT were obtained respectively. Mean and standard deviation were used to answer research questions and analysis of covariance (ANCOVA) was used to test hypotheses at 0.05 level of significance. The findings showed a significant difference in achievement and retention scores of chemistry students taught alkanols using KWL and those taught with expository strategy. It is recommended that chemistry teachers use Know-What and Learn meta-cognitive strategy during instructional delivery to make teaching and learning more participatory, self monitoring and self evaluating so as deeper to understanding and retention of chemistry concepts.

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Section: Discussion Of Findingssupporting

confidence: 92%

Section: Introductionmentioning

confidence: 99%

Meta-cognitive Strategy and Secondary School Students’ Achievement and Retention in Chemistry

Udofia¹,

Edem²

2019

CMR

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“…This study proved that the constructivist-based instructional models advanced student perception and enhanced their success in learning. Similarly, Tok [22] explored the effects of the Know-Want-Learn (KWL) strategy on the mathematical achievement, metacognitive skill, and Mathematics anxiety of students in grade 6. The study established that the KWL model was more efficacious than the traditional strategy in advancing students' achievement and metacognition.…”

Section: Constructivist-based Instructional Models and Student Learnimentioning

confidence: 99%

Advancing Student Solid Geometry Achievement through Constructivist-based Instructional Models

Charles-Ogan

Wonu

2019

ARJOM

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This study investigated the applicability of a class of instructional models based on constructivism in improving the achievement of senior secondary students in solid geometry using the quasi-experimental design. Two constructivist-based instructional models used were Teaching for Understanding (TfU) and Metacognitive Instructional (MCI) models. The exploration area was the Emohua Local Government Area (LGA) of Rivers State, Nigeria. An aggregate of 86 Senior Secondary Class I (SSC1) students took an interest in the investigation. To evaluate the achievement of the students in solid geometry, the researchers structured, approved and utilised an achievement test in solid geometry which contained 50 multiple-choice questions. The reliability of the test was determined using KR-21 to get an index of 0.84. This research work was guided by two research questions and two null hypotheses separately. The mean, standard deviation, box-plots and Analysis of Covariance (ANCOVA) were used for data analysis. The findings showed that the class of instructional models based on constructivism significantly enhanced the learning of solid geometry amongst the SSC1 students. The MCI model was less effective than the TfU model in improving the learning of the students. Sex had no significant influence on the solid geometry achievement of SSC1 students irrespective of the instructional model used. The exploration suggested among others that solid geometry ought to be instructed by the educators of arithmetic using the instructional models based on constructivism.

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“…Metacognition or 'thinking about thinking' involves the awareness and regulation of thinking processes [7,8,9,10,11,12]. Metacognitive strategies are strategies which require students to think about their thinking as they engage in academic tasks [13,14].…”

Section: Introductionmentioning

confidence: 99%

Developing Instructional Video to EnhanceBiology Pre-Service Teachers’Metacognitive Skills

Susantini¹,

Indana²,

Isnawati³

et al. 2019

Proceedings of the Mathematics, Informatics, Science, and Education International Conference (MISEIC 2019)

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An instructional video might help learners to conceive learning attainment better or acquire specific skills. This study aimed to describe video quality, metacognitive skills, and responses of pre-service teachers. The video was developed using ASSURE model consisted of six stages; analyzing learner, stating objectives, selecting materials or designs, utilizing materials, requiring learner's response, and evaluating product. The metacognitive skills measured in the present study included monitoring and evaluation skills. The design of this research was one-shot case study to address objectives. Three experts of biology education were invited to examine the quality of the video. There were 138 pre-service teachers majoring in biology education at Universitas Negeri Surabaya and Universitas Negeri Malang, Indonesia as research participants. Results showed that video quality was good on the stage of metacognitive learning strategy. Another finding was the fact that pre-service teachers' metacognitive skills were excellent and they also showed positive response towards video, especially in learning stages, learning strategies, and metacognitive skills. This study suggests that the video can be used as a standardized modelling video to teach metacognitive skills. Keywords-instructional video, metacognitive skills, preservice teacherI.

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Effects of the know-want-learn strategy on students’ mathematics achievement, anxiety and metacognitive skills

Cited by 51 publications

References 23 publications

Meta-cognitive Strategy and Secondary School Students’ Achievement and Retention in Chemistry

Meta-cognitive Strategy and Secondary School Students’ Achievement and Retention in Chemistry

Advancing Student Solid Geometry Achievement through Constructivist-based Instructional Models

Developing Instructional Video to EnhanceBiology Pre-Service Teachers’Metacognitive Skills

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