The TEFA-T model significantly improves students' metacognitive skills compared with conventional instruction¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2
Currency · newest study 2022 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q2 i? Independent t-test showed a statistically significant difference in metacognitive skills between the TEFA-T experimental class and the conventional control class (significance value less than 0.05). → Maksum 2022 q2 i? TEFA-T students had better metacognitive skills on all measured indicators (knowledge, beliefs, planning, monitoring, evaluation) than the conventional approach. → Maksum 2022 (2)

Evidence¶

Maksum 2022¶

Maksum, H., Yuvenda, D. & Purwanto, W. (2022). Improvement of metacognitive and critical thinking skills through development of the a 'Teaching Factory Based on Troubleshooting' (TEFA-T) Model in automotive vocational learning. Journal of Turkish Science Education, 19(3), 1015-1036. https://doi.org/10.36681/tused.2022.161

q2 · i? · causal · r1

Quasi-experimental comparison of 32 experimental and 32 control students after 8 learning meetings; the article reports only the significance value, with no effect size, and concludes the effect on metacognition is "quite large when compared to the conventional model".

"The independent t-test result showed that the significance value of the metacognitive skills between the control and experimental classes was less than 0.05."

Maksum 2022 (2)¶

Maksum, H., Yuvenda, D. & Purwanto, W. (2022). Improvement of metacognitive and critical thinking skills through development of the a 'Teaching Factory Based on Troubleshooting' (TEFA-T) Model in automotive vocational learning. Journal of Turkish Science Education, 19(3), 1015-1036. https://doi.org/10.36681/tused.2022.161

q2 · i? · causal · r1

Per-indicator comparison plotted in Figure 4 (evaluation, monitoring, planning, metacognitive beliefs, metacognitive knowledge) favouring the TEFA-T class; the conclusion reports percentage gains of 29.58% to 31.88% across indicators, which are descriptive gains, not effect sizes.

"Figure 4 shows that after ten weeks of implementing the TEFA-T model, students that used it had better metacognitive skills for all indicators compared to the conventional approach."

Discussion¶

Learner Variables¶

• Self-Regulation — outcome: instruction changes it

Related Claims¶

• Self-regulated learning improves achievement — the general claim this finding bears on, with the studies behind it

• Metacognitive Strategies Improve Learning — the general claim this finding bears on, with the studies behind it

• The TEFA-T model produces significantly higher learning achievement than teacher-based instruction in automotive vocational courses — related
• The TEFA-T model improves students' critical thinking skills on all measured indicators compared with conventional instruction — related
• The TEFA-T model syntax meets goodness-of-fit criteria in confirmatory factor analysis, supporting its construct validity — related
• The TEFA-T model and its supporting products are rated Very Practical by instructors and students — related