Prediction Accuracy: The Role of Feedback in 6th Graders’ Recall Predictions

Al-Harthy, Ibrahim S.

doi:10.5539/ies.v9n3p212

Cited by 3 publications

(2 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The value of this ability to inhibit initial responses allows an individual to plan effectively. It does this by enhancing their capacity to assess prior knowledge retrieved from long-term memory, to mediate the construction of meaning in the working memory, and also to accommodate new knowledge into existing knowledge networks (Al-Harthy, 2016;Larkin, 2010;. The impact of metacognition on learning and academic achievement has been solidly established in research literature; it has been positively linked to improved levels of learning, intelligence, problemsolving, and decision-making (Al-Harthy, 2016;Balashov et al, 2020;Larkin, 2006;Lee et al, 2012;Mahdavi, 2014;Sari Faradiba et al, 2019;Was and Al-Harthy, 2015).…”

Section: Scores On Timss-like Science Testsmentioning

confidence: 99%

“…It does this by enhancing their capacity to assess prior knowledge retrieved from long-term memory, to mediate the construction of meaning in the working memory, and also to accommodate new knowledge into existing knowledge networks (Al-Harthy, 2016;Larkin, 2010;. The impact of metacognition on learning and academic achievement has been solidly established in research literature; it has been positively linked to improved levels of learning, intelligence, problemsolving, and decision-making (Al-Harthy, 2016;Balashov et al, 2020;Larkin, 2006;Lee et al, 2012;Mahdavi, 2014;Sari Faradiba et al, 2019;Was and Al-Harthy, 2015). Several studies argue that students with a high level of metacognition are able to decide what they need to learn, and can also control their thinking processes and act in ways that will help them achieve their intended goals.…”

Section: Scores On Timss-like Science Testsmentioning

confidence: 99%

See 1 more Smart Citation

Metacognitive Awareness Perceptions of Students with High and Low Scores on TIMSS-Like Science Tests

Al‐Balushi¹,

Al-Harthy²,

Almehrizi³

et al. 2022

IJCRSEE

Self Cite

View full text Add to dashboard Cite

The current study explores the differences in metacognitive awareness perceptions of students who had high and low scores on TIMSS-like science tests. The sample consisted of 937 Omani students, 478 in Grade Five and 459 in Grade Nine. TIMSS-like tests were specially designed for both grade levels, and students also completed a metacognitive awareness perceptions inventory which explored their use of four main skills: planning, information management strategies, debugging strategies and evaluation. MANOVA was used to analyze the data. The findings indicated that students with high scores in the TIMSS-like test out-performed students with low scores in the test on all four metacognitive skills surveyed. This was true for all three performance areas analysed: performance in the TIMSS-like test as a whole, performance in lower-level test questions and performance in higher-level test questions. These findings highlight the extent to which students’ metacognitive skills influence their performance in science tests. The study recommends that students be trained to improve their metacognitive skills, reviews several methods for doing this, and suggests that such training might better prepare them for taking science tests. However, it also notes that further research is needed to explore the impact of metacognitive training on student performance in specific science examinations such as TIMSS.

show abstract

Section: Scores On Timss-like Science Testsmentioning

confidence: 99%

Section: Scores On Timss-like Science Testsmentioning

confidence: 99%

Metacognitive Awareness Perceptions of Students with High and Low Scores on TIMSS-Like Science Tests

Al‐Balushi¹,

Al-Harthy²,

Almehrizi³

et al. 2022

IJCRSEE

Self Cite

View full text Add to dashboard Cite

show abstract

The association between the gender gap in science achievement and students’ perceptions of their own attitudes and capabilities

Al‐Balushi

Mansour

Almehrizi

et al. 2022

EURASIA J Math Sci Tech Ed

View full text Add to dashboard Cite

Among the countries that participated in the trends in international mathematics and science study (TIMSS) 2019 for grade 8 science, Oman had the highest gender gap in favor of girls. The current study explores the gender gap in science achievement in Oman and relates it to students’ varying perceptions of their own attitudes and capabilities. The sample in the study comprised 467 grade 9 students, 266 female and 201 male. The participants were given a TIMSS-like science test, along with four self-perception surveys; these explored metacognitive awareness, self-regulation (SR), science learning self-efficacy (SLSE), and attitudes to science (AS). The results indicated that student self-perceptions of SR, SLSE, and AS, were significantly related to the gender gap in students with higher-level science achievement. The results were different when looking at the gender gap in scores for lower-level questions; here, there was no relation to any of the four self-perception variables explored in the study.

show abstract

Effectiveness of Using Digital Feedback on EFL Student Writing Skills

Hojeij

Ayber

2022

International Journal of Computer-Assisted Language Learning and Teaching

View full text Add to dashboard Cite

This research study investigated the effects of digital feedback on EFL students’ writings in ubiquitous learning. Feedback on students’ writings, especially at university level, must be constructive to enhance their overall academic writing skills and requires purposeful planning. . In this study, teachers created digital screen-recorded feedback to deliver individualized oral feedback to the students. Findings of this study explore the impact of digital feedback on improving the quality of academic writing for EFL undergraduate female learners. Data collected showed that using digital feedback created a positive and active learning environment and promoted learner autonomy. This digital platform also allowed learning to be continuous and ubiquitous. The results present several practical pedagogical implications and suggestions for future research.

show abstract

Prediction Accuracy: The Role of Feedback in 6th Graders’ Recall Predictions

Cited by 3 publications

References 21 publications

Metacognitive Awareness Perceptions of Students with High and Low Scores on TIMSS-Like Science Tests

Metacognitive Awareness Perceptions of Students with High and Low Scores on TIMSS-Like Science Tests

The association between the gender gap in science achievement and students’ perceptions of their own attitudes and capabilities

Effectiveness of Using Digital Feedback on EFL Student Writing Skills

Contact Info

Product

Resources

About