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Improving College Students’ Metacognition through Self-Paced Learning and Direct Instruction in a Remote Learning Modality |
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| รหัสดีโอไอ | |
| Creator | Vanessa Crystal Estremos Balabag |
| Title | Improving College Students’ Metacognition through Self-Paced Learning and Direct Instruction in a Remote Learning Modality |
| Contributor | Kurt Salac Candilas |
| Publisher | Ph.D. Program in English Language Teaching (ELT), Faculty of Humanities and Social Sciences, Buriram Rajabhat University |
| Publication Year | 2567 |
| Journal Title | BRU ELT JOURNAL |
| Journal Vol. | 2 |
| Journal No. | 2 |
| Page no. | 142-157 |
| Keyword | metacognition, self-paced learning, direct instruction approach |
| URL Website | https://so14.tci-thaijo.org/index.php/bru_elt_journal/index |
| Website title | https://so14.tci-thaijo.org/index.php/bru_elt_journal/article/view/829 |
| ISSN | 2822-1311 |
| Abstract | Metacognition, the ability to effectively manage ones learning, plays a pivotal role in student success, particularly in remote learning environments where self-regulation is essential. This quasi-experimental study explored the impact of two instructional strategies-self-paced learning and direct instruction-on enhancing metacognitive skills among 100 college students. Fifty students participated in a self-paced learning intervention, while the other fifty received direct instruction, both over an eight-week period. Metacognitive skills, including planning, monitoring, and evaluating, were assessed before and after the interventions using a standardized inventory. The findings revealed significant improvements in metacognition for both groups; however, the self-paced learning group exhibited more substantial gains. A notable shift was observed in this group, with many students moving from Low Metacognition to High Metacognition categories, demonstrating larger effect sizes across all phases of metacognitive development compared to the direct instruction group. These results suggest that self-paced learning is particularly effective in enhancing metacognitive skills, likely due to its emphasis on student autonomy and self-directed learning. The study contributes valuable insights to the field of educational strategies, highlighting the potential of self-paced learning in fostering metacognitive growth, which is essential for academic success in remote learning contexts. The findings underscore the importance of adopting instructional approaches that not only impart knowledge but also cultivate students ability to self-regulate and take ownership of their learning processes. Future research is encouraged to further explore the nuanced effects of different instructional methods on metacognition to better inform educational practices.Metacognition, the ability to effectively manage ones learning, plays a pivotal role in student success, particularly in remote learning environments where self-regulation is essential. This quasi-experimental study explored the impact of two instructional strategies-self-paced learning and direct instruction-on enhancing metacognitive skills among 100 college students. Fifty students participated in a self-paced learning intervention, while the other fifty received direct instruction, both over an eight-week period. Metacognitive skills, including planning, monitoring, and evaluating, were assessed before and after the interventions using a standardized inventory. The findings revealed significant improvements in metacognition for both groups; however, the self-paced learning group exhibited more substantial gains. A notable shift was observed in this group, with many students moving from Low Metacognition to High Metacognition categories, demonstrating larger effect sizes across all phases of metacognitive development compared to the direct instruction group. These results suggest that self-paced learning is particularly effective in enhancing metacognitive skills, likely due to its emphasis on student autonomy and self-directed learning. The study contributes valuable insights to the field of educational strategies, highlighting the potential of self-paced learning in fostering metacognitive growth, which is essential for academic success in remote learning contexts. The findings underscore the importance of adopting instructional approaches that not only impart knowledge but also cultivate students ability to self-regulate and take ownership of their learning processes. Future research is encouraged to further explore the nuanced effects of different instructional methods on metacognition to better inform educational practices. |
