The use of metacognitive interventions to enhance secondary students’ metacognitive capabilities and their achievements in science
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This action research study was designed to conduct and evaluate the effectiveness of a repertoire of interventions in three cycles to enhance secondary students’ metacognitive capabilities and achievement in science. Generally, the research findings from quantitative data suggested no significant gains whereas the qualitative data suggested gains in metacognitive strategies only for high and average achieving students. Students’ achievements in science tests were greater for content knowledge than explanations.
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Using metacognitive strategies in teaching to facilitate understanding of light concepts among year 9 studentsWagaba, F.; Treagust, David; Chandrasegaran, Chandra; Won, M. (2016)Background: Enhancing students’ metacognitive abilities will help to facilitate their understanding of science concepts. Purpose: The study was designed to conduct and evaluate the effectiveness of a repertoire of ...
Wagaba, Francis; Treagust, David; Koul, Rekha (2011)This action research study was designed to evaluate the effectiveness of a repertoire of interventions aimed at enhancing secondary school students’ metacognitive capabilities in science and the correlation between the ...
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