METACOGNITIVE AWARENESS AND SELF-REGULATION STRATEGIES AMONG UNDERGRADUATE STUDENTS IN SELF- DIRECTED LEARNING SITUATIONS IN NIGERIA
DOI:
https://doi.org/10.61538/jipe.v8i2.299Abstract
Considering the peculiar nature of distance learners, success in distance learning is said to depend largely on learners’ deployment of metacognition and self-regulatory processes. Despite various support programmes put in place by the National Open University of Nigeria to help students navigate through learning, many students perform below expectation on semester examinations. This study sought to determine whether metacognitive awareness and self-regulation were the underlying factors of poor performance. The study adopted descriptive survey design with a mixedmethod approach. 600 undergraduate students selected through various stages of sampling techniques participated in the study. Data were collected through questionnaire, focus group discussion guide, and academic achievement records. Findings revealed that students appeared to possess fairly high level of metacognitive awareness and self-regulation. No significant difference was found between the high and low achievers on these two variables. Overall, findings showed that metacognitive awareness and self-regulation were not the underlying factors of poor performance. Therefore, other potential factors should be explored.References
Andre, T., & Phye, G. D. (1986). Cognition, learning, and education. In G. D. Phye, & T. Andre (Eds.). Cognitive classroom learning: Understanding, thinking, and problem solving (pp. 1-19). Orlando, FL: Academic Press.
Borkowski, J. G., Chan, L. K. S., & Muthukrishna, N. (2000). A processoriented model of metacognition: Links between motivation and executive functioning. In G. Schraw, & J. Impara (Eds.). BurosNebraska series on measurement and testing: Issues in the measurement of metacognition (pp. 1–41). Lincoln, NE: Buros Institute of Mental Measurements.
Burns, N., & Grove, S. K. (2005). The practice of nursing research: Conduct, critique, and utilization (5th ed.). St. Louis: Elsevier-Saunders.
Camahalan, E. M. G. (2006). Effects of a metacognitive programme on the reading achievement and metacognitive strategies of students with Cases of Dyslexia. Reading Improvement, 43(2). 77-93.
Carnell, E. (2007). Conceptions of effective teaching in higher education: Extending the Boundaries. Teaching in Higher Education, 12 (1). 25-40. Doi: 1080/13562510601102081.
Chen, C. (2002). Self-regulated Learning Strategies and Achievement in an Introduction to Information Systems Course, Information Technology, Learning, and Performance Journal,20 (1). 463-467
Guglielmino, L. M. (1978). Development of the Self-Directed Learning Readiness Scale. (Doctoral dissertation, University of Georgia, 1977). Dissertation Abstracts International, 38, 6467A.
Hacker, D. J. (1998). Definitions and empirical foundations. In J. D. Hacker, J. Dunlosky, & A.C. Graesser (Eds.). Metacognition in Education Theory and Practice (pp. 1-24). Mahwah, NJ: Erlbaum. Retrieved Sept. 25, 2005 from http.//www.Psye.memphis.edutrg/meta.htm
Hartman, H. J. (2001). Metacognition in learning and instruction: Theory, research, and practice. The Nertherlands: Kluwer Academic publishers (pp. 33-68).
Hwang, Y. S., & Vronggistinos, K. (2002). Elementary in-service teachers’ self-regulated learning strategies related to academic achievement. Journal of Instructional Psychology, 29 (3). 147-155.
Jegede, O., Fan, R. Y. K., Chan, M. S. C., Yum, J., & Taplin, M. (1999). Locus of control metacongition in open and distance learning: A comparative study of low and high achievers. Paper presented at the 13th Annual Conference of the Asia-Retrieved February 2, 2007, from http.//www.ouhk.edu.hk/CRIDAL/papersjegedoe.ptf.
Kellogg, R. T. (2007). Fundamentals of cognitive psychology. Thousand Oaks, CA: Sage.
Kuhn, D., & Dean, D. (2004). A bridge between psychology and educational practice. Theory into practice, 43 (4). 268-273.
Loyens, S., Magda, J., & Rikers, R. 2008. Self-directed learning in problembased learning and its relationships with self-regulated learning. Educational Psychology Review, 20, 411-427.
Mustafa, S. T., & Ozgul, Y. (2009). Elementary students metacognition and epistemological beliefs considering science achievement, gender, and socio-economic status. Elementary Education Online, 8 (3). 676-693.
Nordell, S. E. (2009). Learning how to learn: A model for teaching students learning strategies. bioscience: Journal of College Biology Teaching, 35(1). 35-42.
Northedge, A. (2010). (New Edition) The good study guide. The Open University: UK
Novak, J. (1990). Concept maps and diagrams: Two metacognitive tools to facilitate meaningful learning. Instructional Science, 19 (1). 29-52.
Papa, E., Zafiropoulou, M., & Metallidou, P. (2003) Intervention on strategy use and on motivation of Greek pupils reading comprehension in English classes. Perception, Motivation, Skills, 96, 773-786.
Perkins, D. N. (1992). Technology Meets Constructivism: Do They Make a Marriage? In Duffy, T.M. & Jonassen, D. (1992). Constructivism and the Technology of Instruction: A Conversation.(pp. 45-55). Hillsdale, NJ: Lawrence Erlbaum.
Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary awareness. Contemporary Educational Psychology, 19, 460-475
Sperling, R. A., Howard, B. C., Staley, R., & DuBois, N. (2004). Metacognition and self-regulated learning contracts. Educational Research and Evaluation, 10 (2). 117-139.
Sungur, S. (2007). Contribution of motivational beliefs and metacognition to students’ performance under consequential and nonconsequential test condition. Educational Research and Evaluation, 13(2). 127-142. Doi:10.1080/138036/070123-4898.
Tuckman, B. W., & Schouwenburg, H. C. (2004). Behavioural interventions for reducing procrastination among university students. In H. C. Schouwenburg, C. H. Lay, T. A. Pychyl, & J. R. Ferrari (Eds.). Counselling the procrastinator in academic settings (pp. 91-103). American Psychological Association, Washington, DC: USA
Vrasidas, C. (2000). Constructivism versus objectivism: Implications for interaction, course design, and evaluation in distance education. International Journal of Educational Telecommunication, 6 (4). 339-362
Young, A., & Fry, J. D. (2008). Metacognitive awareness and academic achievement in college students. Journal of the Scholarship of Teaching and Learning, 8 (2). 1-10.
Zahedi, K. (2008). Metacognitive learning strategies and academic success of TEFL M.A. students in distance education. International Journal of Criminology and Sociology Theory, 1 (2). 161-176
Zimmerman, B. J., & Schunk, D. H. (2001). Self-regulated learning and academic achievement. Mahwah, NJ: Erlbaum
Zimmerman, B. J., & Risemberg R. (1997). Self-regulatory dimensions of academic learning and motivation. In G. D. Phye (Ed.). Handbook of academic learning: Construction of knowledge (pp.105-125). San Diego, CA: Academic Press.
