Within the experimental group, metacognitive awareness increased significantly from pre-test to post-test on the planning, awareness and questioning sub-dimensions¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2019 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Wilcoxon signed-rank tests showed significant pre-to-post gains on planning (Z=-2,431), awareness (Z=-2,656) and questioning (Z=-2,686), all p<.05, with differences in favor of post-test scores. → 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 experimental group's (n=22) pre- and post-test Metacognitive Awareness Scale scores. The article states the observed differences were "in favor of the post- test points"; no effect size is printed.
"there is a significant difference between the pre- test and post- test scores in “planning” (Z=-2,431 p<.05), “awareness” (Z=-2,656 p<.05) and “questioning” (Z= -2,686 p<.05) sub-dimensions of the experimental group"
Discussion¶
Learner Variables¶
- Metacognition — outcome: instruction changes it
Related Claims¶
- 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 — related
- The experimental group improved significantly from pre-test to post-test after learning the synthesis strategy — a broader claim this one bears on
- 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
- Prospective teachers’ overall metacognition awareness (MAI) rose significantly from pre-test to post-test after inquiry learning in three classes with no control group, at moderate overall n-gain in each class — related
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