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¶
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? Post-test Mann-Whitney U comparisons showed significant differences favoring the experimental group on planning, awareness, regulation, questioning and the scale in general. → 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
Mann-Whitney U tests of post-test Metacognitive Awareness Scale scores in a pre-test–post-test control group study with 22 experimental and 22 control prospective teachers. The article reports the observed difference was "in favor of the experimental group"; no effect size is printed.
"there is a significant difference between the post -test scores of the prospective teachers in the experimental and control groups in “planning” (MWU=121,500 p<.05), “awareness” (MWU=70,000 p<.05), “regulation” (MWU= 130,500 p<.05) and “questioning” (MWU=104,000 p<.05) sub-dimensions, and at the scale in g eneral (MWU=145,500 p<.05)"
Discussion¶
Learner Variables¶
- Metacognition — outcome: instruction changes it
- Self-Regulation — 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
- Within the experimental group, metacognitive awareness increased significantly from pre-test to post-test on the planning, awareness and questioning sub-dimensions — 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
- Self-regulation based reading education significantly increases 5th graders' use of reading strategies relative to the current program — related
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