Development and Evaluation of a metacognition instruction programme (MIP) for Students
| Principal Investigator: | Dr Imelda Santos Caleon |
| Co-Principal Investigators (Internal): | Dr Melvin Chan Assoc. Prof. Lee Ngan Hoe Ast Prof Teo Wei Peng Dr Ng Kit Ee, Dawn |
| Co-Principal Investigators (External): | Mr Cedric Leong (MOE) Mdm Low Leng (MOE) Mr Sim Joo Jin (MOE) Ms Gayatri Balakrishnan (MOE) Dr Tay Lee Yong (MOE) |
| Collaborators (External) | Ms Serene Lai (MOE) Ast Prof Patricia Chen (University of Texas at Austin) |
This study blends the insights drawn from the preceding studies with those from the extant literature to craft an instructional programme focusing on improving students’ metacognition. It augments the extant literature with the primary goal of developing and evaluating a metacognition instruction programme (MIP), which focuses on the use of metacognitive prompting and modelling, to foster the development of metacognition and transfer of learning. It is our hope that modelling the use of metacognitive strategies, including prompts, can encourage students to continue using such strategies autonomously. This study, which employs an experuimental design, will focus on secondary students who self-reported low levels of metacognition. It also aims to ascertain the differential effects, if any, of each intervention module across students of different achievement groups, on the basis of their PSLE scores. In developing the MIP, the key elements identified in our review of relevant literature will be included (e.g., metacognitive prompting and modelling) and the three design principles outlined in the review will be used. Additional elements (e.g., strategic mindset) that can facilitate the development of metacognitive competence and improve the uptake of metacognitive strategies will be identified from Study 2 and Study 3 and then incorporated into MIP. The study hypothesizes that the MIP will significantly improve students’ problem-solving performance, metacognition, and learning transfer of students. We also anticipate that the effects of MIP will be moderated by achievement, with students in the lower achievement bands benefiting more from the intervention.