Effectiveness of Metacognitive Strategies in Biology among the Higher Secondary Students

Effectiveness of Metacognitive Strategies in Biology among the Higher Secondary Students

Effectiveness of Metacognitive Strategies in Biology among the Higher Secondary Students

Introduction

Metacognition refers to one's knowledge concerning one's own cognitive processes or anything related to them (Flavell,1976). Quite simply, metacognition is thinking about thinking. Any process in which students examine the method that they are using to retrieve, develop or expand information is deemed to be metacognitive in nature. It is observed that modern studies discuss the metacognition under two main headings: Metacognitive knowledge and metacognitive control (Flavell, 1979; Md.Yunus.et.al,2008; Schraw,2004). Metacognitive knowledge, in one case, refers to one's knowledge and beliefs in his mental resources and his awareness about what to do. Metacognitive knowledge means one's own cognitive skills; own cognitive strategies and knowledge about what to do under which circumstances (Flavell, 1979). Metacognitive knowledge requires one to accurately and exactly define his/her thought or knowledge. However, metacognition requires one, besides the knowledge mentioned above, to use this knowledge effectively. The ability to use metacognitive knowledge, on the other hand, is called metacognitive control. Also called metacognitive strategies, the metacognitive control skills consists of leading mental operations in metacognitive processes and can be defined as the ability to use the metacognitive knowledge strategically in order to attain cognitive objectives (Chi.et.al, 1989; Coutinbo, 2007). Metacognitive control is considered as the ability to use knowledge to regulate and control cognitive processes. Metacognitive control is related with metacognitive activities that help to control one's thinking or learning (Ozsoy,et.al, 2009).

Hartman(2001) stated that by knowing what they already know students become aware of the potential knowledge and skills that they can bring to bear, which boots their confidence in their own learning. Many teaching and learning environment in the school do not encourage the development of metacognitive knowledge and awareness among the students. Mango(2010) proposed that the purpose of learning, the use of strategies and the transfer of knowledge to new learning environments must be made explicit to learners, so that a new learning environment is created to develop metacognitive awareness. Over the last two decades, there has been considerable research done in the field of metacognition that has drawn the attention of various sectors. The outcome of the studies has been positive and has given new hope to other researchers to further expand their understanding of metacognitive awareness. For example the study done by Lin(2002) showed that low-ability students generally lack metacognitive skills. The study done by Ozsoy and Ataman(2009) showed that a student's ability to solve problems can be enhanced by metacognitive training provided by teachers. Another similar study by Pulmones(2007) showed that metacognitive strategies can lead to increased positive attitude, academic achievement and greater awareness among students.

The Problem

It has been observed by the researcher that many, after learning about science concepts through activities that address the various intelligences and learning styles, still choose not participate in classroom discussions. Instead a select few students answer teacher generated questions and develop their own questions on the topic while the rest of the students remain mute. Based on the lack of response from the majority of students, many times the teacher assumes that students that do not speak up have mastered the material but the results of an assessment over that topic frequently indicate something different. Students can achieve meaningful learning is by letting them engage academic tasks designed in a constructivist environment. Teachers encouraging students' reflective and autonomous thinking in connection with metacognition may offer a solution.

The present study was designed to examine the effect of metacognitive strategy instruction in biology achievement. In particular, the study was designed to seek answers to the following research questions: (a) Does metacognitive strategy instruction in inquiry and collaborative learning have an impact on metacognitive awareness? (b) Does the metacognitive strategy instruction in higher secondary school have an impact on achievement in biology?

Research Design

A quasi-experimental design, with pre- and post-test measurements and two groups (experimental and control) was employed. The dependent variable was achievement in biology' as measured by BAT (Biology Achievement Test). The independent variable of the study was metacognitive strategies in inquiry and collaborative learning. The intervening variable was metacognitive awareness as measured by MAT. Classes randomly assigned as experimental and control group. Only students in the experimental group received metacognitive strategy instruction. Students in the control group continued their normal lessons.

Participants

The participants of the study consist of higher secondary students (mean age 16.2) studying in one of the higher secondary schools in Tamilnadu, in India. The Municipal Girls higher secondary school in Tirunelveli district, India was selected. 70 students took part in the study. 35 of students were in experimental group, and 35 of them in control group. Both groups have been pre-tested and the results have been compared in order to study the equivalence of the groups. t test has been conducted in order to find whether there is a considerable difference between the groups in terms of pre-test results. The results of this study have been presented in Table 1.

[ Insert table 1 here]

As can be seen in Table 1, there is no significant difference between pre-test mean scores achieved by experimental and control groups in both BAT and MST. In accordance with these results, it has been concluded that there is no significant difference between the groups. For these reasons, it has been found appropriate to carry out the study on the groups. Upon evaluating the equivalence of the groups, one of them has been assigned as experimental group and the other as control group randomly. The teachers of treatment and control groups are equivalent of each other in terms of age, gender, fields of graduation and professional experience.

Instruments

Biology Achievement Test (BAT) used in the study with the aim of measuring the biology achievement, this test has been developed by the researcher. The researchers have gone through the XII standard National Council for Educational Research and Training (NCERT) text book of Indian Government. The first chapter of 12th standard text book (i.e Human anatomy) was selected for this research. Topics on the study were Integumentary system , Skeletal system , Muscular system, Digestive system, Circulatory system , Lymphatic system and Nervous system. The questions were taken from the All India Medical Entrance Examination question bank based on NCERT text book. There are 120 questions and all the questions are multiple choice questions. The questions were given to experts in Biology. Some questions are discarded and some are modified on the suggestions given by the experts. Sample of 50 students in Government Hr. Sec. School, Kalakad were selected. The questions are given to the students and the answers are analysed using item analysis. Item analysis is the process of establishing the suitability of a question for inclusion in the final test. The quality of each item was ascertained by analyzing two important characteristics of the item namely (i) Difficulty index and (ii) Discriminating power. Items which are having difficulty index between 50 to 60 and discrimination value above 0.4 are retained and other items discarded. Seventy five questions are selected and classified based on blue-print followed by Indian government public exam pattern covering knowledge, understanding, application and skill type questions. The test paper was given to students and asked them to give tick mark against the best answer for each item. The sums of the rating against all the seventy five items of students are being observed. One score is assigned for each correct answer. Zero score is assigned for each wrong answer. Split half method was used for determining the reliability of the test. In this method the score obtained for each individual was divided into two groups by pooling the odd number items and even number items. The reliability was determined by using Product moment correlation formula. The obtained score is 0.82. This shows that the test has high reliability. To ensure content validity the different sub units of the content were carefully examined and from each of the sub units, items were included. The content validity was established by the judgement of experts in biology.

Metacognitive awareness Test(MAT)

In designing metacognitive awareness inventory, initially studies of metacognition and standardized instruments for assessing metacognition were reviewed (Ibe, 2009; Kramarski.et.al., 2004; Md.Yunus.et.al.2008; Schraw & Denison 1994; Schraw.et.al, 2004). First, domains of metacognitive skills were identified based on previous instruments. They are meta-knowledge, self-planning, self-monitoring, self-evaluation and self- regulation. In order to choose the best items in the previous instruments experts who are professors in cognitive psychology were asked to determine which items belonged to which domain and to what extent by rating the item 1 to 3. The mean rating for each question was calculated. The ones with the highest value were taken into consideration. Items were then reviewed for face validity. Wording and grammatical structures were improved according to Indian context and higher secondary student's level. The tool has been submitted to panel of experts in teachers in higher secondary schools. Based on the experts suggestions statements are simplified to make the instrument appropriate for higher secondary students. The construct validity and content validity of the tool has been established by the judgement of experts in cognitive psychology and higher secondary teachers.

The inventory after undergoing these processes ended up with 40 items in the form of statements true or false. The total possible score of this questionnaire range from 0-40. The questionnaire helps to identify the presence of metacognitive behaviour among students. Cronbach 's were 0.73, 0.78, 0.75, 0.80, and 0.76 for meta-knowledge, self-planning, self-monitoring, self-evaluation and self- regulation respectively. We have applied to the method test-retest in reliability study due to the scope and quality of the inventory. The inventory has been applied to 45 students two times at an eight weeks' interval and the consistency between this resting results have been analyzed. The correlation value between the two applications has been found to be 0.85.

Procedure

Hartman(2001) states that ' teaching with metacognition means that teachers will think about their own thinking regarding instructional goals , teaching strategies , sequence , materials , students' characteristics and needs and other issues related curriculum , instruction and assessment before , during and after lessons in order to maximize their instructional effectiveness'. Lin(2001) suggests that metacognitive instruction is effective only it involves theory and practice. The learner must be given some knowledge of cognitive process as well as opportunities to practice metacognitive strategies. Simply providing knowledge without experience does not seem to be sufficient for metacognitive development. The activity of the present study are inquiry based learning and cooperative learning. Inquiry based learning is used as a technique to implement metacognition in King,1992; Pulmones,2009; and Schraw,2004. Cooperative learning is used in metacognitive studies of Kramaski.et.al.2004;Lin ,2002; and Santingo.et.al.2010.

Since the activities are supposed to be carried out by the classroom teachers, we have felt a need to inform the teacher in the experimental group about several issues. Before the study, the teacher has been provided with a totally eight hour oral instruction over two weeks. During this instruction process, experimental group's teacher informed about metacognition, metacognitive instruction, aims of present study, study process, activities will be used in the lessons and her roles during the study. By this instruction, a teacher guide file including information given in the instruction, activity plans, and problems will be used in the activities.

Inquiry based learning

The purpose of conducting inquiry is to develop students' metacognitive skills practically in asking questions. The teacher conducted inquiry based learning by posing carefully drafted questions in the topic. The students were asked to respond these questions. During the response metacognitive questions are asked. For example, 'Tell me what you have in mind?';' What will you do now?'; 'Do you think the answer? These type metacognitive questions trigger the thinking of the students. The metacognitive questions forced students to examine their own process of thinking. The reasons behind these questions addressed with aim of arouse the students' opinions about themselves and process is mainly to encourage students to ask questions themselves.

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Cooperative learning

It is an especially effective teaching approach for developing higher level cognitive strategies. Metacognitive instruction which can be used for developing metacognition within the framework of constructivist learning is to encourage the students to ask questions themselves. Metacognitive cooperative learning provides guidance in how to think during learning. The goal of metacognitive cooperative learning is for students to become independent, self-regulating thinkers who are more self-sufficient and less teacher-dependent. The students were grouped together to discuss themselves. This was done to equalize their knowledge and understanding regarding that particular topic. Here high ability and low ability students work together in groups to complete the work. In this method the teacher provides metacognitive instructional support such as what information is important to remember. What do I need to do if I don't understand? Am I on the right way? How should I proceed? Did my particular course of thinking produce more or less than I had expected? Questions like what in my prior knowledge will help me in colour of the skin? In what direction do I want my thinking in vertebral bones? Students participate with the teacher, sometimes making mistakes and having to rethink where they have been. When they are monitoring lesson they are guided to ask themselves the metacognitive questions. How am I doing? What information is important to remember? What do I need to do if I don't understand? what information is important to remember in respiratory system? What do I need to do if I don't understand in systematic and pulmonary circulation of heart? How well did I do? Did my particular course of thinking produce more or less than I had expected? What could I have done differently? Do I need to go back through the topic to fill in any "blanks" in my understanding?

These strategy forces student to use metacognition to examine their thinking, analyse their position and explain their point of view to their classmates. When they pair with a classmate the students would be forced to discuss, how they are thinking. By their sharing information with the entire class, students would be able to evaluate themselves, while gathering information from other classmates. The teacher would also have the opportunity to evaluate the students' understanding based on the content of the discussions.

Control group

The control group was taught in the existing normal process of asking questions and discussion has been allowed to go unaffected. The inquiry and cooperative learning are conducted without metacognitive instructions. Students in the control group have the same sequence of lessons and the amount of time allotted was equal for both groups.

Results

Statistical calculations such as t test and paired 't' test were used to analyse the data. The post-test BAT and MAT mean and the standard deviation values have been presented in Table 2.

[Insert table 2 here]

It appears from the table that the difference between experimental and control group in post-test mean score of BAT and MAT was found significant at 0.01 level.

[Insert table 3 here]

As can be seen in Table 3 while the mean scores obtained in the BAT and MAT by the students in the experimental group were 30.91 and 24.11 before the experiment and increased to 55.47 and 32.50 in the post-test. The same mean scores of the students in the control group were 32.51(BAT) and 22.91(MAT) in the pre-test and 34.11(BAT) and 24.94(MAT) in the post-test. Therefore, there has been an increase in BAT and MAT mean score in the experimental group; the students in the control group have not experienced such a change. As can be seen in Table 3, in the experimental group the calculated t value were t(34)= 24.85 (p0.01) for the MAT. In accordance with these results, it has been concluded that there is no significant improvement in mean score from pre-test to post-test by control group in both BAT and MAT.

Multiple regression analysis

Multiple regression analysis was done to find out the relationship between the achievement in biology of the experimental group with intervening variable metacognitive awareness.

[Insert table4 here]

In the above table4, the correlation between metacognitive awareness and achievement in biology (R value) is 0.80. The adjusted R square value is 0.631. It is indicates metacognitive awareness shows 63.1% variability in achievement in biology. The beta value(b) is 0.4, when metacognitive awareness adds up by one unit, the level of achievement increases by 0.4 units. The obtained t value is 6.79, which is significant at 0.01 level. Hence there is significant relationship between achievement in achievement and metacognitive awareness in post-test of the experimental group.

Discussion

The post-test results of this study indicated that experimental group receiving metacognitive instructions reported higher metacognitive awareness and enhancing achievement in biology than control group. The metacognitive strategies will encourage the students to observe the concepts carefully and help them to understand the biology. The results of the study prove that the metacognitive activities have helped the students to score better in achievement test. The reason is that when conducting inquiry based learning and cooperative learning in metacognitive environment, the content will be better imprinted in the student's memory. So they would be able to retain the matter for a much longer period than other students who are taught in the conventional method. In the metacognitive activities, the students themselves are learning the content while the teacher is playing only the passive role. "Learning by doing" is encouraged. The method is helpful in de-formalizing biology education and also takes into account individual differences. The teacher also encouraged to learn more and test their knowledge when metacognitive activities are used. The teacher asks lot of questions in the class and students are asked to response. The class will be lively and there will be good teacher-pupil interaction. All students actively participate in the discussions and no one sits idle.

At the beginning of the experiment, when students were introduced the metacognitive procedure, they did not recognize its benefits. The students said that the metacognitive procedure required too much time. The metacognitive behaviour such as meta-knowledge, self-planning, self-monitoring, self-evaluation and self-regulation could not be observed. The investigator reminded the students, the metacognitive procedure and its importance. Consequently, gradually students internalized the importance of metacognitive procedure and started to use them regularly.

The effectiveness of strategies on achievement supports various research findings in different education levels and in different subject matters. Kramarski.et.al.(2004) found that students with strongly adopt metacognitive environment reported more achievement than students with less metacognitive environment. Our results are in line with the findings. The participants in the study of Kramarski et.al(2004) were first year mathematics college students in USA. Our participants were higher secondary students studying biology. In spite of these differences findings may be generalized in different academic settings. Since metacognition is an inherent component in classroom teaching and learning, students must be taught how to develop and be aware of the strategies. The present investigation conceptualized from the findings that metacognitive awareness influenced on achievement in biology among higher secondary students.

Educational implications

The findings and discussion of the present study have wide implications for the improvement of present system of school education on both theoretical and practical context. It provides guidelines to teachers, administrators and curriculum makers for the possible ways of minimizing the non-utilization of metacognitive strategies.

The classroom teacher has a critical role in the turning of actual classroom situations into a metacognitive way. Teachers may have an awareness of the know-how of metacognitive skills, how it can be instilled and developed among pupils and how the stage can be prepared for teaching-learning process. Therefore in-service training should be given for providing effective training in developing metacognitive skills for teacher-students during pre-service training.

Teachers' handbook with emphasis on the metacognitive skills may be prepared and made available sufficiently earlier to the teachers, at the beginning of the academic year in order to frame a metacognitive strategy. Model metacognitive strategy packages may be designed and developed by expert teams and made available to the teachers for their classroom.

Teachers should give many opportunities to practice metacognitive activities. As students practice the activities, provide guidance and support to the students. Give them feedback until they can use the activities independently. As part of your feedback, inform them about where and when the metacognitive activities are most useful.

Teachers should remember that it takes students a considerable amount of time to learn how to use an effective strategy. Be patient and give students continued support during this learning experience. Keep encouraging students to use the metacognitive activities over and over again until can use it automatically.

Teachers should encourage students to monitor the effectiveness of their new strategies in comparison to the effectiveness of old strategies. These help students to see the utility of using the new strategy.

Textbooks are dominated by declarative knowledge (facts, definitions and descriptions) whereas procedural (knowing how, knowing why) and situational knowledge should be provided for deep study processes. Text book should be designed by raising meaningful and interesting questions and emphasizing applications and problem solving. Metacognitive strategies should be incorporated in text-book.

The existing curricula will not be able to cope with the proposed metacognitive strategies. So the curricula must be modified accordingly. To attain achievement objectives more number of research on metacognitive strategies should be conducted and the strategies should be incorporated in the curriculum.

Conclusion

Any one can claim that they are teaching, but not every teacher can assertively claim that students are learning. Teachers can assist their students to become successful learners provided if they are teaching specific subject matter; they also can show their students how to study the subject. In other words teachers must improve their learning abilities. Coutinbo, S.A.(2007) states that 'The more students know about effective learning strategies, the greater their metacognitive awareness and higher their achievement is likely to be'. It is believed that creating a metacognitive learning environment in a classroom is the responsibility of the teacher. The teacher can manipulate the strategies and techniques in the classroom in a way that suits the students. This study has shown that achievement of students is related to the metacognitive strategies used by the teacher in the classroom.

Knowledge can be efficiently gained by self directed learning. It is basically a shift from known to unknown. The present study is undertaken to develop metacognitive strategies in biology among higher secondary students. Instead of focusing on the content of the subjects, suggesting the means and ways of learning will be more helpful to the learners. Students come to learning situation with varying of cognitive awareness about that learning. The level can range from no cognitive awareness to high level of cognitive functioning. The teacher's task is to determine the student's level of cognitive awareness and metacognitive strategies that help to achieve goals. This will make the learners to become self-dependent and goal directed achievers. Metacognitive strategies are sequential process that is used to control cognitive activities and to ensure that a goal has been met. The present study was undertaken with to analyse the metacognitive strategies and how one can overcome the shortcoming seen in the field of biology.

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