EFFECT OF METACOGNITIVE INSTRUCTIONAL STRATEGIES ON PROSPECTIVE TEACHERS’ METACOGNITIVE ABILITIES
Azmat Farooq Ahmad Khurram
Mr., University of Gujrat, PAKISTAN, azmatfarooq@msn.com; azmatfarooqazmat@gmail.com
Abstract
Use of Metacognitive Instructional Strategies on Prospective Teachers was examined. Thirty-eight prospective teachers from a public sector university participated in this study. Training modules for both cooperative teachers and prospective teachers were developed for this study. Cooperative teachers were trained for one month. Pre-test post-test control group Experimental Design was used. Experiment prolonged for sixteen weeks. Same questionnaire was administered as a pre-test and post-test to collect quantitative data. SPSS software (version 24) was used for computation. t-test was used to find the effect of metacognitive instructional strategies on prospective teachers’ metacognitive abilities. The main result of the study concluded that Metacognitive instructional strategies play significant effect on Prospective Teachers’ metacognitive abilities. It is recommended that use of metacognitive instructional strategies may enable Prospective Teachers to use metacognition for their self-learning and future school teaching.
Keywords: Metacognitive Instructional Strategies, Prospective Teachers, Metacognitive abilities.
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