The Use of Metacognitive Strategies to Develop Research Skills among Postgraduate Students

Abstract

Identifying a research problem is the most challenging aspect in teaching research skills at the postgraduate level. This action research project aimed to identify a suitable intervention to help students identify research problem in education setting and help them to write a sound research problem statement for their project. The study involves 51 postgraduate students in a research methodology course. The intervention was designed based on student-centered activities that include the use of metacognitive strategies through cooperative learning, online learning and interactive learning activities. This paper reported the findings of the first cycle of the study. The findings showed students improvement in identifying research problems in education setting and able to identify important elements in writing a research problem statement. It can be concluded that active learning approach using metacognitive strategies able to improve students' skills in planning, monitoring and evaluating the process of identifying a research problem and writing the problem statement of their research project.

Examination of the relationship between metacognitive thinking skills and scientific research self-efficacy via regression analysis and structural equation model<p>Üst biliş düşünme becerileri ve bilimsel araştırma özyeterliği arasındaki ilişkinin regresyon analizi ve yapısal eşitlik modeli ile incelenmesi

“…A parallel finding was obtained in the previous study conducted by Tuncer and Yılmaz (2016) who demonstrated that there were positive but insignificant relations between metacognitive thinking skill and specific dimensions of scientific research self-efficacy. Rahman et al, (2014) evidenced that active implementation of metacognitive strategies played valuables role in developing planning, monitoring and evaluation skills of the identification process of a research problem. Beyer (1987) and Saemah et al, (2011) also emphasized that metacognitive skills developed students' research skills.…”

Measurement model testing: Adaption of self-efficacy and metacognitive awareness among university students

“…The methodology utilized in this research is by using the non-experimental and quantitative design, in which metacognitive awareness inventory was derived from Rahman et al (2014) and Schraw and Dennison (1994) as a measurement to assess students' metacognitive awareness. Meanwhile, self-efficacy inventory was derived from May (2009) as a measure to assess students' self-efficacy.…”

“…Metacognitive awareness inventory was derived from Rahman et al (2014) and Schraw and Dennison (1994) as a measurement to assess students' metacognitive awareness. The measure had 30 questions that addressed two aspects of metacognitive awareness: cognitive regulation and metacognitive knowledge.…”

Mediating Role of Metacognitive Awareness Between Self-Efficacy and Mathematics Reasoning Among Education Undergraduate Students During Pandemic

“…The researcher used the Metacognitive Awareness Inventory developed by Schraw and Dennison (1994) and Rahman et al (2014). The instrument has 6-dimensional, and used the scale is a 5-point Likert type (1=Totally does not Agree, 5=Absolutely Agree).…”