Level of Metacognitive Awareness Strategies among Technical Students
Yee M. H1, Zainol N. S. I2, Che Wan Razak C.W.H.S3, Tee T. K4, Kok B. C5
1Yee M. H, Department of Engineering Education, UTHM, Batu Pahat, Malaysia.
2Zainol N. S. I, Faculty of Technical and Vocational Education, UTHM, Batu Pahat, Malaysia.
3Che Wan Razak C. W. H. S, Faculty of Technical and Vocational Education, UTHM, Batu Pahat, Malaysia.
4Tee T, K, Department of Technical Education, UTHM, Batu Pahat, Malaysia.
5Kok, B. C, Department of Electrical Engineering, UTHM, Batu Pahat, Malaysia.
Manuscript received on 28 September 2019 | Revised Manuscript received on 10 November 2019 | Manuscript Published on 22 November 2019 | PP: 669-674 | Volume-8 Issue-6S3 September 2019 | Retrieval Number: F11230986S319/19©BEIESP | DOI: 10.35940/ijeat.F1123.0986S319
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: Metacognitive strategy awareness is important to solve many problems especially in the teaching and learning process as well as in one’s career. This survey aims to identify the level of metacognitive awareness strategies among polytechnic students according to demographics, and also the difference between the level of metacognitive awareness strategies based on gender and the field of study of students. The sample of the study consists of 361 students who attended Diploma in Civil Engineering (132 students), Diploma in Electrical Engineering (121 students) and Diploma in Mechanical Engineering (108 students). The design of this study is survey using the quantitative approach. The research instrument used is the Metacognitive Strategies Awareness Inventory (MAI) with two main constructs, knowledge of cognitive and regulation of cognitive. These are used to determine the level of metacognitive awareness strategies. All data was analyzed using SPSS software and presented in the form of mean score, frequency and percentage. The results show that all male and female students have high level in metacognitive strategies awareness. The T-Test analysis shows that there is a significant difference in the level of awareness of metacognitive strategies between male and female students ( ρ = .021< .05). Furthermore, the ANOVA test analysis also shows that there is a significant difference in the level of awareness of metacognitive strategies based on the field of study of the students ( ρ = .016< .05). Therefore, it can be concluded that the awareness of metacognitive strategies should be applied to students to produce effective teaching and improve students’ learning achievement.
Keywords: Metacognitive Strategy Awareness, Problem Solving.
Scope of the Article: Context Awareness and Personalization