A Quantitative Evaluation of Metacognitive Awareness among Business Administration Students
DOI:
https://doi.org/10.14738/abr.51.2565Abstract
Purpose - The metacognitive approach is the new learning paradigm to enrich the standard of education in general and that of business education in particular The purpose of the study was to ascertain the views and opinions of Business Administration students regarding the metacognitive awareness.
Design- A self-administered questionnaire was distributed to female undergraduate students. Statements cover between two major components, including knowledge about cognition and regulation of cognition. For analyzing the hypothesis, parametric as well as non-parametric test have been used.
Findings –The students had a substantial awareness of metacognition and was correlated positively and significantly with their academic performance. There was no significant difference in the metacognitive awareness of undergraduate students based on their academic levels, majors and learning styles. This significant improvement on the academic performance of the students was due to the university adherence to the domains set by the national quality framework. Students on each academic level benefited by alignment of Learning Outcomes, Assessment Methods, and Teaching Strategy and attained increasing knowledge ,skills communication and information technology preparing them to be autonomous learners.
Originality/Value – This paper contributes to the need for significance of metacognitive awareness among undergraduate students. The findings provide insight into students’ metacognitive skills and to adopt certain teaching strategies and assessment patterns for inculcating high order thinking in the students to prepare them as autonomous learners and engage lifelong earning among themReferences
Abdus Sattar Abbasi, Kashif Ur Rehman and Amna Bibi. (2010). Islamic management model African Journal of Business Management Vol. 4(9), pp. 1873-1882, 4 August, 2010
Allison A. preparing our graduates for a lifetime of learning (2006).American Journal of Pharmaceutical Education,
Artzt, A. F., and Armour-Thomas, E. (1992). Development of a cognitive-metacognitive Framework for protocol analysis of mathematical problem solving in small groups. Cognition and Instruction, 9(2), 137-175.
Asha Alexander. (2015).Developing Competencies for competitiveness in Management. Paperback, Scholar Press, 9th April 2015.
Asha Alexander and Areej Al Shamrani.(2013a).Entrepreneurial Quotient: A Strategic Asset for Personal Branding” ,European Journal of Social Sciences Volume 38, Number 2.Journal of International Education in Business
Asha Alexander and Farah A. Al-Moaibed. (2013b).Measuring Managerial Competencies in Management Program, European Journal of Business and Management .Volume 5, Number 11.
Asha Alexander and Ghadah Al Saleh. (2015).The Three fold Need Analysis for the Human Resource Management Program .International Journal of Management Sciences. Volume 5, Number 2, page147-154.
Asha Alexander and Ghadah Al Saleh. (2016).Exploring Factors for Improving Career Fair Experience for Management Students, European Journal of Business and Management, Volume 8, Number.4.
Baker, L. (1989). Metacognition, comprehension monitoring, and the adult reader. Educational Psychology Review, 1(1), 3–38.
Biemiller, A., and Meichenbaum, D. (1992). The nature and nurture of the self-directed learner. Educational Leadership, 50, 75–80.
Bransford, J.D., A. L. Brown, and R.R. Cocking, (2000). How people learn: brain, mind, Experience, and school, Washington, D.C.: National Academy Press, 206-230.
Braun, N.M. (2004).Critical thinking in the business curriculum, Journal of Education for Business, Vol 79, No 4, pp 232–236.
Brown, A. L. (1987). Metacognition and other mechanisms. In F. E. Weinert and R. H. Kluwe (Eds.), Metacognition, motivation and understanding (pp. 65-116). Hillsdale, NJ: Erlbaum
Capon, N., and Kuhn, D. (2004).What’s so good about Problem-based learning? Cognition and Instruction, Volume 22, Number 1, page 61–69.
Cassidy, T.J., (2003). Education in the Arab states: preparing to compete in the global economy. In: Schwab, Klaus, Cornelius, Peter (Eds.), the Arab World Competitiveness Report, World Economic Forum, Geneva, page. 218–234
Dirk T. Tempelaar. (2006).The role of metacognition in business education, Industry and Higher Education October 2006, page 291-297
Dinsmore, D. L., Alexander, P. A., and Loughlin, S. M. (2008). Focusing the conceptual lens on metacognition, selfregulation, and self-regulated learning. Educational Psychology Review, 20, 391-409.
Flavell, J. H. (1987). Speculations about the nature and development of metacognition. In F. E. Weinert & R. H. Kluwe (Eds.), Metacognition, motivation and understanding (pp. 21-29). Hillsdale, NJ: Erlbaum Learning Network Meeting, OECD, Paris,
Fogarty, R. (1994). How to teach for metacognition. Palatine, IL: IRI/Skylight Publishing.
Garner, R., and Alexander, P. A. (1989). Metacognition: Answered and unanswered questions, Educational psychologist, 24 (2), 143-158.
George, D., & Mallery, P. (2003). SPSS for Windows step by step: A simple guide and reference 11.0 update (4th Ed.). Boston: Allyn & Bacon.
Gijselaers, W.H. (1996).Connecting problem-based practices with educational theory, New Directions for Teaching and Learning, Volume 68, page 13–21.
Halpern, D.F. (1998).Teaching critical thinking for transfer across domains: dispositions, skills, structure training, and Metacognitive monitoring, American Psychologist, Volume 53, No 4, page 449–455.
Hannon, S., McBride, H., and Burns, B. (2004).Developing creative and critical thinking abilities in business graduates: the value of experiential learning techniques, Industry and Higher Education, Volume 18, No 2, page 95–100.
Hinton, C.D. (2005), Learning Sciences and Brain Research: Report of the Third Lifelong Learning Network Meeting, OECD, Paris,
Jacobs, J. E., & Paris, S. G. (1987). Children’s metacognition about reading: Issues in definition, measurement, and instruction. Educational Psychologist, Volume 22 Issue 3 and 4, page 235-278.
Khezrlou, S. (2012, April). The Relationship between Cognitive and Metacognitive Strategies, Age, and Level of Education. The Reading Matrix, 12, 50-61.
Kuhn, D., and Dean Jr, D. (2004).Metacognition: a bridge between cognitive psychology and educational practice, Theory into Practice, Volume 43, No 4, page 268–273.
McEvoy, G.M.; Hayton, J .M; Warnick, A.P.; Mumford, T.V; Hanks, S.H.; and Blahna, M.J. (2005). “A Competency-Based Model for Developing Human Resource Professionals” Journal of Management Education 2005; 29; 383.
Michael W. Morris, (2012), “Metacognition: The Skill Every Global Leader Needs”, Harvard Business review.
Mohammad Bather Babaei, Qader Vazifeh Damirchi, Saeed Sharifi. (2012). Analysis of Cultural Management Competencies with Emphasis on the Islamic Perspective Singaporean Journal of Business Economics, And Management Studies Vol.1, No.4, 2012
Nietfeld, J. L., & Shraw, G. (2002). The effect of knowledge and strategy explanation on monitoring accuracy. Journal of Educational Research, 95, 131–142.
Paris, S.G and Paris, A.H. (2001).Educational Psychologist, Classroom Applications of Research on Self-Regulated Learning, 36(2), 89–101
Pascarella, P. (1997).The secret of turning thinking into action, Management Review, Volume 86, No 5, page 38–39.
Pressley, M., and Ghatala, E. S. (1990). Self-regulated learning: Monitoring learning from text. Educational Psychologist, Volume 25, page 19–33.
Rugh W.A. (2002).Arab education: tradition, growth, and reform. The Middle East Journal, 56(3), page 396-414.
Schraw, G., and Dennison, R. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, Volume 19, page 460-475
Sawhney, N., & Bansal, S. (2015). Metacognitive Awareness of Undergraduate Students in Relation to their Academic Success. The International Journal of Indian Psychology, 3(1), 1-8.
Shannon.S.V. (2008). Using Metacognitive Strategies and Learning Styles to Create Self-Directed Learners Institute for Learning Styles Journal, Volume 1, fall 2008 page 14-28
Schraw, Gregory and Moshman, David. (1995).Metacognitive Theories, Educational Psychology Papers and Publications. Paper 40
Simpson, M. L., & Nist, S. L. (2000). An update on strategic learning: It’s more than textbook Reading strategies. Journal of Adolescent & Adult Literacy, 43(6), 528–541.
Thiede, K. W., Anderson, M. C., & Therriault, D. (2003). Accuracy of metacognitive monitoring affects learning of texts. Journal of Educational Psychology, 95, 66–73.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2017 Archives of Business Research
This work is licensed under a Creative Commons Attribution 4.0 International License.
