Relationship between metacognitive skills, gender, and level of schooling in high school students

Abstract

The objective of this research was to analyse the relationships between metacognitive skills, gender, and level of schooling of high school students from a private school in the city of Bogotá, Colombia. The sample included 319 students from grades 6 to 11. The Metacognitive Awareness Inventory (MAI) was the instrument that allowed determining students' metacognitive skills. This instrument presents two components: cognition and regulation knowledge; consisting of 52 items. The results obtained were analysed through an ANOVA statistical analysis and a Bonferroni contrast. The first analysis concluded that there are no significant differences in metacognitive skills between men and women. On the other hand, the second analysis established differences in the development of metacognitive skills in high school students, favouring sixth grade novices.

Metacognitive strategies in solving mathematical word problems: a case of Rwandan primary school learners

“…The average scores for third, fourth and fifth graders were 13.4, 7.7 and 15.8, respectively. The rate of correct answers for the third graders was almost equivalent to that of the fifth graders, contradicting a previous study (Berk 2003;Merchán Garzón et al 2020), stating that metacognitive skills improve as learners' grade levels increase. This is illuminated in the results of our interviews with teachers concerning how they teach word problems.…”

“…Whitebread and Coltman (2010) noted that infants (3 years or older) engage in metacognition when performing non-verbal and unconscious activities. Previous studies have demonstrated that as children grow older, their metacognitive skills develop along with their intellectual abilities (Berk 2003;Merchán Garzón et al 2020). Most adults have metacognitive knowledge, can plan according to situations and attempt to resolve the situation (Schraw et al 2006).…”

Mapping metacognitive awareness of Chinese language learners

“…In contrast, other studies showed that male and female have no significant difference in metacognitive. Such as finding of several studies [6], [12], [18], [29]. Garzón, et al [6] and Nunaki, et al [12] found that between man and women have no significant differences in metacognitive skills (cognition knowledge and cognition regulation).…”

“…Such as finding of several studies [6], [12], [18], [29]. Garzón, et al [6] and Nunaki, et al [12] found that between man and women have no significant differences in metacognitive skills (cognition knowledge and cognition regulation). While Hashempour [18] found that between male and female translation students did not different significatly in metacognitive awareness and self regulation.…”

“…More detail explored on metacognition in some research reports, there are several studies have been carried out by researchers. They discussed various type of metacognition such as metacognitive skills [6]- [12], metacognitive strategy [13]- [16], metacognitive judgement [17], and metacognitive awareness [18]- [36].…”