METACOGNITION AMONG HIGH SCHOOL TEACHERS

Metacognition among High School Teachers

A. Vences Cyril

Ph.D. Research Scholar, St. Xavier’s College of Education, Palayamkottai, Tirunelveli, Tamil Nadu, India

Dr. M. Anthony Raj

Ph.D. Research Scholar, St. Xavier’s College of Education, Palayamkottai, Tirunelveli, Tamil Nadu, India

Abstract

The present study is entitled as “Metacognition among High School Teachers”. Metacognition is one of the greatest concerns of teachers. The quality of education depends upon the higher order thinking of teachers and students in other words their metacognition. In the field of educational psychology, metacognition is an emerging concept. Metacognitive activities are there in every one’s daily life. Metacognition enables an individual to become a successful learner. It is being associated with intelligence. The study of metacognition has provided educational psychologists with insight about the cognitive processes involved in learning and what differentiates successful students from their less successful peers. It also holds several implications for instructional interventions, such as teaching students how to be more aware of their learning processes and products as well as how to regulate those processes for more effective learning. The research was a survey type, which consists of purposive sampling of 100 high school teachers in Dindigul district. The investigator has constructed and validated the Metacognition scale. Personal data sheet was prepared by the investigator. The interpretation of data was done with statistical methods in percentage analysis, mean, standard deviation, ‘t’-test and ANOVA.

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