Under current training, the control group improved significantly only on the questioning sub-dimension, with no significant change on other sub-dimensions or the scale overall¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The control group's questioning sub-dimension changed significantly (Z=-2,230, p=.026) in favor of post-test scores, while other sub-dimensions and the scale in general showed no significant difference. → Duman and Semerci 2019

Evidence¶

Duman and Semerci 2019¶

Burcu Duman, Çetin Semerci. (2019). The Effect of a Metacognition-based Instructional Practice on the Metacognitive Awareness of the Prospective Teachers. Universal Journal of Educational Research 7(3): 720-728. https://doi.org/10.13189/ujer.2019.070311

q2 · i? · causal · r1

Wilcoxon Signed Two Rank Tests on the control group's (n=22) pre- and post-test scores under the current training program. The article reports the difference was "in favor of the post test scores"; no effect size is printed.

"there is a significant difference between the pre-test and post-test scores related to the “questioning” sub -dimension of the control group (Z=-2,230, p<.05)"

Discussion¶

Learner Variables¶

• Metacognition — outcome: instruction changes it

Related Claims¶

• The control group showed no significant pre-test to post-test change under the current teaching program — related
• A metacognition-based instructional practice produced higher post-test metacognitive awareness than current training in planning, awareness, regulation and questioning sub-dimensions and scale-wide among prospective teachers — related
• Within the experimental group, metacognitive awareness increased significantly from pre-test to post-test on the planning, awareness and questioning sub-dimensions — related