Article Sidebar

Submitted
Apr 12, 2021
Accepted
Apr 19, 2022
Published
Apr 27, 2022
Download
PDF
Statistic
Read Counter : 1035 Download : 12164

Main Article Content

Abstract

Obtaining metacognitive skills is crucial for enhancing self-regulation. So, this quasi-experimental study aimed to assess the effect of teaching metacognition through peer-conducted flipped classroom on high school students' self-regulation. 107 students filled out Self-Regulation Questionnaire as the pre-test. Both control and intervention groups received a package of four-session multimedia e-content about metacognition during four weeks. Each week, the students in the intervention group participated in a face-to-face session during which peers handled the instruction, while participants in the control group had teacher conducted sessions. Finally, the same questionnaire was answered as the post-test. The results showed a significant increase from pre to post-test scores in the intervention group, in contrast to the control one with no significant increase. Between groups comparison of post-test scores resulted in a significant higher score in the intervention group. So, the findings showed the positive effect of teaching metacognition through this method on students’ self-regulation.

Keywords

Metacognition Self-Regulation Flipped Classroom Peer Learning High School

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

The author declares that the submitted to Journal of e-Learning and Knowledge Society (Je-LKS) is original and that is has neither been published previously nor is currently being considered for publication elsewhere.
The author agrees that SIe-L (Italian Society of e-Learning) has the right to publish the material sent for inclusion in the journal Je-LKS.
The author agree that articles may be published in digital format (on the Internet or on any digital support and media) and in printed format, including future re-editions, in any language and in any license including proprietary licenses, creative commons license or open access license. SIe-L may also use parts of the work to advertise and promote the publication.
The author declares s/he has all the necessary rights to authorize the editor and SIe-L to publish the work.
The author assures that the publication of the work in no way infringes the rights of third parties, nor violates any penal norms and absolves SIe-L from all damages and costs which may result from publication.

The author declares further s/he has received written permission without limits of time, territory, or language from the rights holders for the free use of all images and parts of works still covered by copyright, without any cost or expenses to SIe-L.

For all the information please check the Ethical Code of Je-LKS, available at http://www.je-lks.org/index.php/ethical-code

Author Biography

Aeen Mohammadi, Tehran University of Medical Sciences

Department of e-Learning in Medical Education

How to Cite
Mohammadi, A., Mohammadi, M., Keshvari, N. Z., Mojtahedzadeh, R., Asadzandi, S., & Rahimifar Tehrani, B. (2022). Does teaching metacognitive skills through peer-conducted flipped classroom improve high school students’ self-regulation?. Journal of E-Learning and Knowledge Society, 18(1), 94-100. https://doi.org/10.20368/1971-8829/1135489

References

  1. Al Mulhim, E. N. (2021). Flipped learning, self-regulated learning and learning retention of students with internal/external locus of control. International Journal of Instruction, 14 (1), 827-846. doi: 10.29333/iji.2021.14150a.
  2. Asikcan, M., & Saban, A. (2018). Prospective teachers' metacognitive awareness levels of reading strategies, Cypriot Journal of Educational Sciences, 13 (1), 23-30. doi: 10.18844/cjes.v13i1.3310.
  3. Avery, K., Huggan C., & Preston P. (2018). The flipped classroom: High school student engagement through 21st century learning, in education, 24 (1).
  4. Ayçiçek, B., & Yanpar Yelken, T. (2018). The effect of flipped classroom model on students’ classroom engagement in teaching English, International Journal of Instruction, 11 (2), 385-398. doi:10.12973/iji.2018.11226a.
  5. Bae H., & Kwon K. (2019). Developing metacognitive skills through class activities: What makes students use metacognitive skills?, Educational Studies, doi:10.1080/03055698.2019.1707068.
  6. Bilgin, I., & Geban, O. (2006). The effect of cooperative learning approach based on conceptual change condition on students’ understanding of chemical equilibrium concepts, Journal of Science Education and Technology, 15(1), 31-46. doi: 10.1007/s10956-006-0354-z.
  7. Bol, L., & Garner, J.K. (2011). Challenges in supporting self-regulation in distance education environments, Journal of Computing in Higher Education, 23 (2-3), 104-123. doi: 10.1007/s12528-011-9046-7.
  8. Bol, L., Hacker, D. J., Walck, C. C., & Nunnery, J. A. (2012). The effects of individual or group guidelines on the calibration accuracy and achievement of high school biology students, Contemporary Educational Psychology, 37 (4), 280-287. doi:10.1016/j.cedpsych.2012.02.004.
  9. Borjalilu, S., Mojtahedzadeh, R., & Mohammadi, A. (2013). Exploring the validity, reliability and factor analysis of self-regulation scale for medical students, Journal of Medical Education and Development, 8 (2), 25-35.
  10. Cleary, T. J., & Chen, P.P. (2009). Self-regulation, motivation, and math achievement in middle school: Variations across grade level and math context, Journal of school psychology, 47 (5), 291-314. doi:10.1016/j.jsp.2009.04.002.
  11. Credé, M., & Phillips, L.A. (2011). A meta-analytic review of the motivated strategies for learning questionnaire, Learning and Individual Differences, 21 (4), 337-346. doi:10.1016/j.lindif.2011.03.002.
  12. De Stasio, S., & Di Chiacchio, C. (2015). Metacognitive and self-regulated learning strategies profiles: An exploratory survey of a group of high school students, Mediterranean Journal of Social Sciences, 6 (4), 656. doi:10.5901/mjss.2015.v6n4s3p656.
  13. Dignath, C., & Büttner, G. (2018). Teachers’ direct and indirect promotion of self-regulated learning in primary and secondary school mathematics classes – insights from video-based classroom observations and teacher interviews. Metacognition and Learning, 13, 127-157. doi:10.1007/S11409-018-9181-X
  14. Elian, Sh. A., & Hamaidi, D.A. (2018). The effect of using flipped classroom strategy on the academic achievement of fourth grade students in Jordan, iJET, 13 (2), 110. doi:10.3991/ijet.v13i02.7816.
  15. Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive developmental inquiry, American Psychologist, 34 (10), 906. doi:10.1037/0003-066X.34.10.906.
  16. Geres-Smith, R., Mercer, S. H., Archambault, C., & Bartfai, J. M. (2019). A preliminary component analysis of self-regulated strategy development for persuasive writing in grades 5 to 7 in British Columbia, Canadian Journal of School Psychology, 34 (1), 38-55. doi:10.1177/0829573517739085.
  17. González-Gómez, D., Jeong, J. S., Airado Rodríguez, D., & Cañada-Cañada F. (2016). Performance and perception in the flipped learning model: An initial approach to evaluate the effectiveness of a new teaching methodology in a general science classroom, J. Sci. Educ. Technol., 25 (3), 450–9. doi:10.1007/s10956-016-9605-9.
  18. Graziano, K. J. (2017). Peer teaching in a flipped teacher education classroom, TechTrends, 61, 121–129. doi:10.1007/s11528-016-0077-9.
  19. Hadwin, A. F., Järvelä, S., & Miller M. (2011). Self-regulated, co-regulated, and socially shared regulation of learning. In Handbook of Self-regulation of learning and performance, edited by B. J. Zimmerman and D. H. Schunk, 65–84. New York: Routledge.
  20. Harandi, V., Eslami Sharbabaki, H., Ahmadi Deh, M., & Darehkordi, A. (2013). The effect of metacognitive strategy training on social skills and problem-solving performance, J Psychol Psychother, 3, 121. doi:10.4172/2161-0487.1000121.
  21. Hong, E., & O'Neil, Jr. H. F. (2001). Construct validation of a trait self-regulation model, International Journal of Psychology, 36 (3), 186-194. doi: 10.1080/00207590042000146.
  22. Jaleel, S., & Premachandran, P. (2016). A study on the metacognitive awareness of secondary school students. Universal Journal of Educational Research, 4, 165-172. doi: 10.13189/ujer.2016.040121.
  23. Johnson, D. W., Johnson, R. T., Holubec, E. J., & Holubec, E. J. (1994). The new circles of learning: Cooperation in the classroom and school. ASCD.
  24. Karaoğlan Yilmaz, F.G., Olpak, Y. Z., & Yilmaz, R. (2018). The effect of the metacognitive support via pedagogical agent on self-regulation skills, Journal of Educational Computing Research, 56 (2), 159-180. doi: 10.1177/0735633117707696.
  25. King, K. M., McLaughlin, K. A., Silk, J., & Monahan, K. C. (2018). Peer effects on self-regulation in adolescence depend on the nature and quality of the peer interaction, Development and Psychopathology, 30 (4), 1389-1401. doi: 10.1017/S0954579417001560.
  26. Kramarski, B., & Mevarech, Z. R. (2003). Enhancing mathematical reasoning in the classroom: the effects of cooperative learning and metacognitive training, American Educational Research Journal, 40 (1), 281–310. doi:10.3102/00028312040001281.
  27. Kostons, D., Van Gog, T., & Paas, F. (2012). Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning, Learning and Instruction, 22 (2), 121-132. doi: 10.1016/j.learninstruc.2011.08.004.
  28. Kozikoğlu, İ. (2019). Analysis of the studies concerning flipped learning model: A comparative meta-synthesis study, International Journal of Instruction, 12 (1), 851-868. doi:10.29333/iji.2019.12155a.
  29. Lim, L. L. (2014). A case study on peer-teaching, Open Journal of Social Sciences, 2, 35–40. doi: 10.4236/jss.2014.28006.
  30. Meusen-Beekman, K. D., Joosten-ten, B. D., & Boshuizen, H. P. (2015). Developing young adolescents’ self-regulation by means of formative assessment: A theoretical perspective, Cogent Education, 2 (1), 1071233. doi:10.1080/2331186X.2015.1071233.
  31. Nerantzi, C. (2020). The use of peer instruction and flipped learning to support flexible blended learning during and after the COVID-19 pandemic, International Journal of Management and Applied Research, 7 (2), 184-195. doi: 10.18646/2056.72.20-013.
  32. Norman, E., & Furnes, B. (2016). The relationship between metacognitive experiences and learning: Is there a difference between digital and non-digital study media?, Computers in Human Behavior, 54, 301-309. doi: 10.1016/j.chb.2015.07.043.
  33. Perry, J., Lundie, D., & Golder, G. (2018). Metacognition in schools: what does the literature suggest about the effectiveness of teaching metacognition in schools?, Educational Review, 71, 483 - 500. doi: 10.1080/00131911.2018.1441127.
  34. Pintrich, P.R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students, Educational Psychology Review, 16, 385–407. doi: 10.1007/s10648-004-0006-x.
  35. Pintrich, P.R., & Zusho, A. (2002). The development of academic self-regulation: The role of cognitive and motivational factors, In Development of achievement motivation, edited by J. S. Eccles and A. Wigfield, 249-284. San Diego, CA: Academic Press.
  36. Ramdass, D., & Zimmerman, B. J. (2011). Developing self-regulation skills: The important role of homework, Journal of Advanced Academics, 22 (2), 194–218. doi:10.1177/1932202X1102200202.
  37. Rowley, N., & Green, J. (2015). Just-in-time teaching and peer instruction in the flipped classroom to enhance student learning, Education in Practice, 2 (1).
  38. Sciucca, D. S., & Fochi, V. (2016). Flipped classroom: The point of view of the students, Journal of e-Learning and Knowledge Society, 12 (3), 9-17. doi: 10.20368/1971-8829/1101.
  39. Teng, F., & Reynolds, B. L. (2019). Effects of individual and group metacognitive prompts on EFL reading comprehension and incidental vocabulary learning, PloS one, 14 (5), e0215902. doi:10.1371/journal.pone.0215902.
  40. Valizadeh, M., & Soltanpour, F. (2020). The flipped pedagogy: effects on the grammatical competence and writing skill of basic users of English, International Journal of Instruction, 13 (3), 761-776. doi:10.29333/iji.2020.13351a.
  41. Voskamp, A., Kuiper, E., & Volman, M. (2020). Teaching practices for self-directed and self-regulated learning: Case studies in Dutch innovative secondary schools, Educational Studies. doi:10.1080/03055698.2020.1814699.
  42. Wang, C.H., Shannon, D. M., & Ross, M. E. (2013). Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning, Distance Education, 34 (3), 302-323. doi: 10.1080/01587919.2013.835779.
  43. Whitebread, D., Bingham, S., Grau, V., Pino Pasternak, D., & Sangster, C. (2007). Development of metacognition and self-regulated learning in young children: Role of collaborative and peer-assisted learning, Journal of Cognitive Education and Psychology, 6 (3), 433-455. doi:10.1891/194589507787382043.
  44. Wolters, C.A. (2003). Regulation of motivation: evaluating an underemphasized aspect of self-regulated learning, Educational Psychologist, 38 (4), 189-205. doi: 10.1207/S15326985EP3804_1.
  45. Zimmerman, B.J. (1998). Academic studying and the development of personal skill: A self-regulatory perspective, Educational Psychologist, 33 (2-3), 73-86. doi:10.1080/00461520.1998.9653292.
  46. Zimmerman, B. J., & Schunk, D. H. (2008). Motivation: An essential dimension of self-regulated learning, In Motivation and self-regulated learning: Theory, research, and applications, edited by D. H. Schunk and B. J. Zimmerman, 1–30. Lawrence Erlbaum Associates Publishers.

DB Error: Unknown column 'Array' in 'where clause'