Examining Students’ Metacognition and Teacher’s Metacognitive Teaching Practices and Strategies
| Principal Investigator: | Dr Melvin Chan |
| Co-Principal Investigators (Internal) : | Assoc. Prof. Lee Ngan Hoe Ast Prof Teo Wei Peng Dr Imelda Santos Caleon Dr Ng Kit Ee, Dawn |
| Co-Principal Investigators (External): | Dr Tay Lee Yong (MOE) |
| Collaborators (External): | Prof Michael Hast (IU University or Applied Sciences) Mr Melvin Chng (MOE) Mr Raymond Huang (MOE) |
In this study, the team seeks to conduct a broad scan of the nature of students’ metacognition and teachers’ metacognitive competence and practice and examine the relationships between metacognition and the other focal variables in the study (e.g., learning transfer, student engagement and achievement.). This involves a survey of students’ metacognitive competence, the factors that affect students’ metacognition, and teachers’ metacognitive practices and metacognitive instructional strategies. Besides validating the multidimensional framework of metacognition using a large sample of students and teachers, the study aims to investigate the causes, consequences, and processes of metacognition using a range of predictive statistical models. This will provide insights into how and when students engage in metacognitive processes, the learning dispositions and the contexts that facilitate these engagements, and the relationships between metacognition and strategic mindset, and between metacognition and transfer. More important, Sub-Study 1 also identifies different metacognitive profiles of learners and teachers with respect to metacognition, differentiated across key attributes and correlates